The present study was conducted with the aim of analyzing and representing the lived experiences of sixth grade teachers from the work and technology curriculum. The statistical population of the study included all sixth grade teachers in Qom in the academic year 1403-1404. From among them, with the guidance of elementary school principals and using a purposive sampling method, 32 of them who had at least 5 years of teaching experience in the sixth grade and had the necessary information about the research topic and were willing to participate in the interview process were selected and their lived experiences were examined as sources of information. The research data collection tool was a semi-structured in-depth interview that was conducted with regard to the principle of theoretical saturation. The seven-step Collaizi method was used to analyze the findings. The results of the study showed that the sixth-grade work and technology course faces problems such as a lack of basic and basic facilities and equipment, problems related to teachers (which itself includes three subcategories: lack of sufficient knowledge and skills, heavy and voluminous educational assignments and expectations from sixth-grade teachers, and inappropriate teaching methods), content problems, lack of exams, insufficient time for lessons, preferential valuation of other sixth-grade subjects (mathematics, science, and Persian), and problems related to students' families, which in practice hinder the achievement of its goals and effectiveness. Obviously, planning for resolving the above problems can provide a basis for the development of the professional skills of elementary school learners.