Teaching and learning in primary school are characterized by numerous conditions. On one hand, the social and cultural background as well as the educational and support processes of parents determine the professional and interdisciplinary competence development of children in primary school education. On the other hand, the quality of primary school teaching plays a particularly important role in the successful learning processes of primary school students. The contributions in this book address these conditions of teaching and learning in primary schools with the aim of assessing previous research findings from primary education and deriving future research perspectives.