Stuttering is a complex disorder of speech fluency that is often accompanied by negative attitudes. The research on the attitudes of educators and teachers towards stuttering was conducted with the aim of gaining insight into the attitudes of respondents who are in daily contact with young people who stutter. The aim of this paper is to assess the attitudes of educators and teachers working at different levels of education (primary school teachers, high school teachers and university professors) towards stuttering and examine the connection between these attitudes and knowledge about stuttering and personal experience with stuttering. The target group of the research is persons employed in the education system in the Republic of Croatia who work as educators and teachers. The sample was collected using the snowball method, by sending a questionnaire to a narrow circle of people who spread the sample to other respondents. The research was conducted on a sample of 107 respondents. Non-parametric statistics, or Chi-square test, at a significance level of 5% were used to test the statistical association between variables. The research confirmed one hypothesis, while the others are partially confirmed. The hypothesis that respondents have more positive attitudes towards children who stutter than towards adults who stutter was not fully accepted because it was found that there are differences in some attitudes, but not that there are more positive attitudes towards children than towards adults who stutter. The hypothesis that educators and teachers who have received education in the field of social and medical sciences have more positive attitudes about stuttering was partially confirmed. The hypothesis examining whether teachers and educators who have knowledge about stuttering show more positive attitudes about stuttering was also partially confirmed. The existence of a statistically significant difference between different groups of respondents in their attitudes about people who stutter was proven, but not in other attitudes. The hypothesis that educators and teachers who have personal experience with stuttering have more positive attitudes about stuttering was confirmed. The overall conclusion is that the respondents understand that stuttering is a challenge, but not an insurmountable obstacle for pupils and students with this speech disorder. With adequate support, patience and individual work with children, pupils and students who stutter, it is possible to provide them with a better education and a better life. The need for better education of educators and teachers about stuttering disorder is particularly emphasized.