The culture of educational institution is quite a new term in Croatian terminology, hence the presence of different views and determinations. Culture represents the community environment, the way one community lives and breathes. This diploma work analyses the role of the principles in the preschool institutions with the special focus on their roles in changes of the kindergarten culture. Number of authors claim that the principle is the key person and the initiator of changes in educational institutions. The goal of the empirical part of this diploma work is to gain insight of the quality level of running a preschool institution and determine the views of the principles on leading preschool institution, quality improvements of culture within educational institution, competences needed for working with preschool children, co-operation between administrative services and kindergartens, changing processes inside kindergartens, autonomy and professional development of preschool teachers. Instrument used was an interview with three kindergarten principles in Slavonski Brod. Research results show that all three principles, participants of this study, show high level of confidence, good working relationship with kindergarten teachers and administrative services, who they consider to be autonomous and competent, opposite to principles’ own autonomy in work, what they perceive as underappreciated position and strongly believe their role should be on higher position. This work indicates the need of systematic professional support to principles with the goal of improving leadership abilities of leading an institution and educational work together with enabling quality changes of culture inside institutions, what is undoubtedly a long term and evolutionary process. Research results support the presumption that a principle plays an important role in change of the culture in institution, supported by kindergarten teachers.