For years have children with disabilities been educated in special educational institutions. In the last few decades there had been a change in the educational system which has brought to more children with disabilities attending regular schools. To make educational inclusion successful, it is important that the teachers possess specific professional and personal competences. The aim of this research was to determine the relationship between teachers' selfesteem and their self-assessed competence to work with children with disabilities. 98 primary school teachers were involved with this research. The research was conducted in 12 primary schools in Osijek-Baranja, Vukovar-Srijem and Virovitica-Podravina County. For the purpose of this research Rosenberg's Self-Esteem Scale and Scale of Teachers' Self-Assessed Competence to work with children with disabilities were used. The latter consists of Scale of Cognitive Competence and Scale of Emotional Insecurity and Generic Inquiry. The results of this research show that there is no connection between self-esteem and self-assesment of teachers' competences to work with children with disabilities. Further on, it was determined that there is statistically significant negative connection between selfassesment on the of Scale of Cognitive Competence and Scale of Emotional Insecurity. The research also questioned the connection between the self-assesment of competences and years of experience and statistically significant negative connection was determined between selfassesment on the Scale of Cognitive Competence and years of experience, while there was no significant connection between self-assesment on the Scale of Emotional Insecurity and years of experience