This master's thesis analyses the domestic and foreign literature about fears and anxiety among elementary school children. The aim of this thesis is to allow theoretical insight into the literature about fears and anxiety among school children and to practically look into the presence of individual fears and anxiety among children between fifth and eighth grade of one elementary school. The goal is, thus, to enquire using a questionnaire to which extent students fear oral and written exams, assessment and negative grade, school failure, certain subjects, teachers, parent teacher conferences, peers, and failure in the future. Furthermore, the aim is to observe whether there is statistically significant difference between younger (fifth and sixth grade) and older (seventh and eighth grade) students, between male and female students, and between school achievements. The theoretical frameworks of this thesis are based on traditionalism which is present in Croatian schools and whose consequences are visible in the emotional state of students. The characteristics of traditional schools can be observed in methods and approaches teachers use in their work, in the way people behave, in the ways of evaluation, and finally in the general educational climate and classroom atmosphere. Some authors agree that these characteristics of traditional school are the main source of fears among children, while others emphasise the role of family and peers as well as the individual personality. The proponents of changes in educational system highlight the need for including emotions in lectures and for the shift from the school of fear to the school of happiness. The results display the highest amount of fear from failure in the future, i.e. fear from uncertainty and negative outcomes. The analysis did not show statistically significant differences between younger and older students within individual fears except the fear of certain school subjects. However, statistically significant difference according to sex does exist. Female students estimate their fears to be higher than male students do. Considering last year’s achievements, there is a statistically significant difference between school achievement and individual fears. Students with good and very good achievement estimate their fears to be stronger than students with excellent achievement do. The results point out the need for rise in awareness of students’ emotions among teachers, parents, and peers and the need for implementation of affective domain in contemporary curriculum.