The increasingly rapid development of digital technology has precipitated changes in all aspects of society, including the education system. A great deal of teachers were unable to develop digital competence simply because digital technology was not as present in education as it is today. They are thus insufficiently qualified for the application of e-learning in class. This paper is concerned with the processes of digital competence acquisition and e-learning implementation of primary education teachers (1st to 4th grade) educated in the 1980s or 1990s. The „e-Škole“ project, initiated by CARNET and its partners, aims to introduce information and communication technology (ICT) in all primary and secondary schools, requiring all teachers to possess digital competence and the knowledge to apply it in class. It also delegated them the task of motivating their students to use ICT as a study aid, in order to assist their further education and promote lifelong learning. This is important because in modern society, digital competence is essential for all European citizens. Students are motivated to develop it with the help of e-learning, which increases their involvement and dedication and – if applied correctly – can improve their learning results. A qualitative research was conducted to determine the viewpoints and experience of primary school teachers educated in the 80s or 90s with the acquisition of digital competence and the ICT-implementation in the classroom. Semi-structured interviews with 10 teachers employed in various schools in Kaštela and Solin were conducted. Interviews have shown that the teachers possess a positive attitude towards ICT and wish to improve their digital competence, but they believe they are insufficiently supported in that regard. They also believe that teaching methods implemented with children in the first four grades should be chosen carefully, in order to find the right balance of e-learning and teacher-student interaction.