Military pedagogy is a topic that military theorists and practitioners began to deal with in the New Century, however, it reached its peak in the period between World War I and World War II when experts in the field of security and defence science, started to incorporate scientific foundation, further development and application of military pedagogy into their work. Interest among Croatian scientific circles has also emerged in the Modern Age (since the beginning of the Croatian War of Independence, also called the “Homeland War”), and it has gradually grown by increasingly frequent and complex challenges that members of the Croatian Armed Forces of all NATO and European Union member states face. In order to get more acquainted with this concept and its application, main goal of this paper is to present the fundamental settings on which military pedagogy is based, together with its specifics and characteristics that are primarily visible within the system of higher military education. Besides the field of tertiary education, which is marked by an insufficient number of theoretical analyses and empirical research, this paper also mentions an example of civic education of (German) primary school students to offer a clearer understanding of theoretical starting points of military pedagogy. The entire paper is established on a theoretical analysis of foreign and domestic professional literature as well as on current policy documents of the defense system of the Republic of Croatia. Initially, this paper discusses the concept of military pedagogy – a conceptual foundation with its basic determinants, constructs, and other features in regard to an interdisciplinary connection with other fields of science. This is followed by a presentation of its development in the Republic of Croatia, we monitor the institutionalization of military education and training for the needs of the Croatian Armed Forces to also indicate how military pedagogy emerged in the teaching process during the Homeland War. Since military pedagogy is implemented exclusively within military schools, in the last chapter of this paper, a special emphasis is placed on the field of higher military education, which includes specific topics such as: modern military schools and military study programs in the Republic of Croatia, their culture, spatial planning and equipment, and an educational trends for modern teaching at the Croatian Military Academy. The previous thematic areas also represent a key indicators for evaluating the level of quality of higher military education in the Republic of Croatia. Finally, a conclusion is drawn with concrete recommendations for the implementation of future research in the field of military pedagogy.