According to the “Agency for science and higher education” competences represent a dynamic combination of cognitive and metacognitive skills, knowledge and understanding, interpersonal, intellectual and practical skills and ethical values. The goal of every educational program is development of these competences. The European Commission for the Improvement of Education and Professional Development states that teacher education should be interdisciplinary and multidisciplinary, therefore, the teacher should have interdisciplinary knowledge of his profession and he should understand the developmental characteristics of students and the styles of learning. The teacher should be highly skilled at teaching and understanding the social and cultural context of education and school as well as knowing the culture of the school and contributing to further development and creation. In order to study the competences of teachers in contemporary school culture, a survey of teachers' competences was conducted on a sample of 54 teachers from different primary schools from Vukovarsko-srijemska and Osječko-baranjska county. The survey was also conducted among pupils of the 4th grade of elementary school from the rural environment. The results showed that the respondents (teachers) feel pedagogically competent in all areas of pedagogical activity, mostly in the areas of organization of the educational process, in determining school achievements and in the design of school environments, and at least in the area of curriculum building of the school subsystem. There haven't been differences in the experience of teacher's pedagogical competence with respect to years of work experience. It was established that teachers with the highest number of years of service (21 and over) feel the most competent, and teachers with at least one (0-10 years) least competent qualifications. It has also been shown that there is no difference in the experience of the pedagogical competences of the urban and rural environment teachers, given the level of education and the degree of professional development. Likewise, it was established that respondents (4th grade pupils) experience their teacher as pedagogically competent.