The topic of this thesis is Self-assessment of pedagogy students' competence to work with schoolchildren with disabilities. The theoretical part of the paper presents the key terminology related to children with disabilities and their classification, educational inclusion, as well as the competence profile of the pedagogue within which their role, the area of work and competencies required to work with children with disabilities, are elaborated. The last part of the theoretical part of the paper presents the key competencies and learning outcomes through the study programs of pedagogy at Croatian Universities. The aim of this research was to examine the self-assessed competence of graduate students of pedagogy in the Republic of Croatia to work with schoolchildren with disabilities. The survey was conducted using online survey questionnaires in June and July of 2021, and a total of 132 respondents participated. The results of the research indicated a high share of respondents' disagreement with the statements related to their competence to work with schoolchildren with disabilities, i.e. a high percentage of self-assessed incompetence of pedagogy students. It was found that there is no statistically significant difference related to the gender of the respondents and the type of study, while it is somewhat more significant for the city of study. A statistically significant difference is visible in the assessment of competence with regard to the type of difficulty, in which respondents are assessed as the most competent to work with schoolchildren with visual impairment, and the least competent to work with students with multiple types of difficulties in psychophysical development. In the last part of the paper, concluding remarks on the results, limitations of the work as well as its contribution are presented.