Cerebral visual impairment (CVI) is the most common cause of visual impairment in children in the developed world. It comprises a spectar of difficulties in visual functioning, from blindness to normal visual acuity and it causes specific problems in child's everyday functioning. CVI often remain unrecognized or replaced by another developmental disability. In everyday practice it is not unusual that school-aged children can be misunderstood or criticized from persons in their own environmet, because of the wrong interpretation of their behaviour. The aim of this research was to examine the prevalence of cerebral visual impairment in school- aged children. In addition, in this research an effort was made to establish differences between parents, teachers and classteachers in identifying specific behaviours that could mean there is a risk of having CVI. The study involved parents, teachers, and classteachers of children from the third to the eighth grade from two elementary schools in Zagreb, who completed a Flemish screening questionnaire for cerebral visual impairment. The Questionnaires were filled in at parental meetings at school or filled in by parents at home and then returned to the teachers or classteachers in schools in envelopes. Parents completed the Questionnaires for a total of 311 children, while teachers and classteachers completed the Questionnaires for 424 children. Descriptive statistical processing of data in the SPSS program yielded results that suggested a frequency of 3.5% of children at risk of cerebral visual impairment in our sample. Using the Mann-Whitney U test, a statistically significant difference was found in the recognition of specific behaviors between the parent group and the teacher and classteacher group. The Mann-Whitney U test was also used to determine differences between the teacher group and the classteacher group, but no statistically significant difference was found between these groups. The results of this study could serve as an impetus for future, further research in this area to improve the importance of knowing specific behavioral patterns for parents and professionals working with school-age children, and the importance of timely diagnosis and the creation of appropriate rehabilitation programs for children.