This qualitative study aimed to explore the dimensions and determinants of responsibility among primary school students from the perspectives of teachers, school administrators, and parents. Using thematic analysis, semi-structured interviews were conducted with 24 participants, including 8 teachers, 7 school administrators, and 9 parents, until theoretical saturation was reached. The findings indicate that responsibility is a multidimensional construct shaped by the interaction of familial, personal, social, and educational factors. Participants identified commitment, regularity, accountability, and fulfillment of individual and collective duties as important dimensions of student responsibility. Teachers primarily emphasized individual and classroom-based assignments and varied assessment practices, whereas school administrators focused more on teamwork, collective activities, and organizational strategies. The findings suggest that the development of responsibility cannot be achieved through isolated efforts within a single educational setting. Rather, it requires coordinated and complementary efforts among parents, teachers, and school administrators. Providing students with meaningful individual and collective responsibilities, together with diverse educational and assessment practices, can support the gradual development of responsible behavior during the primary school years.