The present qualitative research was conducted to study the perception of Contextualisation in Teaching-Learning Process among Elementary Teachers in Bhopal. The main objectives of the study were to study the perception of Contextualisation in Teaching-Learning Process, advantages and challenges of Contextualisation in Teaching-Learning Process among elementary teachers. The sample of the study was 25 elementary teachers of Bhopal city. The results revealed that teachers have very less understanding of Contextualisation in Teaching- Learning Process. Though the teachers advocated the advantages of Contextualisation in Teaching-Learning Process, but also listed many challenges of Contextualisation in Teaching- Learning Process to be faced in the classroom. It was also recommended that training and professional development can help elementary teachers in adopting Contextualisation in Teaching-Learning Process in their classroom practices on a regular base.