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Abstract: Primary school age, according to most researchers, is the most sensitive for the development of academic autonomy and educational motivation, which are key factors for the success of educational activities. The authors of the article suggested that the formation of student autonomy is associated with the learning environment, the nature of changes in the motivational sphere of the child's personality, including the predominance of internal or external motivation. The study was performed on a sample of 134 students and 18 teachers of schools in Uzbekistan. As diagnostic tools were: the method of “Diagnostics of level of school motivation in elementary school students” N. G. Lukanova, the method of “Diagnosis of educational autonomy of younger school student” S. Yu. Prokhorov, the method “Style of teaching” A. M. Markova and A. I. Nikonova. Previously, the methods were adapted for the Uzbek sample. The calculation of the x2 criterion was used as the main statistical tool. As a result of the study, a statistically reliable relationship was established between the indicators of educational motivation and the level of academic autonomy of younger students. The researchers found that the incentive for learning activities can be external motivation, that is, the motivation to avoid failure and Vice versa. Younger students with high and above-average levels of academic autonomy are mostly trained in teacher classes that ensure that students focus on both the content aspects of the material being studied motivation, psychological and pedagogical support of educational activities and on achieving their goals, and who are less likely to focus on assessing the failures of their students. Based on the results obtained, the article formulates pedagogical and psychological directions of work for the successful development of academic autonomy and educational motivation of primary school students.