Background and Aim: Developing student researchers in elementary schools, as a key educational strategy, plays a significant role in enhancing critical thinking, creativity, and problem-solving skills. This study aimed to identify and classify the elements influencing the development of student researchers in elementary schools and to determine the structural relationships among these factors. Methods: This study employed a mixed-methods (qualitative-quantitative) exploratory approach. In the qualitative phase, semi-structured interviews with 12 experts and thematic analysis using the Attride-Stirling method were conducted to identify the influential elements. In the quantitative phase, Interpretive Structural Modeling (ISM) was applied, and a survey of 15 specialists was used to determine the relationships and hierarchical levels of the factors. Results: Qualitative analysis led to the identification of four global themes: Basic literacy and competencies (knowledge and skills), Student’s internal factors (attitude and individual characteristics), Supportive and foundational factors (supportive features), Educational-pedagogical factors (teaching methods, participation-centricity, and problem-centricity). Using ISM, these factors were categorized into five levels, indicating that "teaching methods" were at the lowest level (most influential), while "knowledge" and "supportive features" were at the highest level (most influenced). Conclusion: The results indicate that to foster student researchers, attention must be paid to foundational factors such as active teaching methods, group participation, and problem-centric approaches. Moreover, comprehensive support from school administrators and the provision of necessary infrastructure are among the key factors for the success of this approach. This study provides a structured framework for the effective planning and implementation of inquiry-based programs in elementary schools.