In the scientific and professional communities, it is becoming increasingly important for (kinesio)therapists to have pedagogical competence since it has a significant impact on the quality and outcome of their work. Pedagogically competent (kinesio) therapists should possess specific pedagogical knowledge and abilities as well as personality traits necessary for developing, building, and improving relationships with their users, colleagues, and all other participants in the process. The profession of "kinesitherapist" is defined in the new proposal of the law on sports activity in sports as well as education levels (NN, 1996). It is of great importance to recognize kinesitherapists as a profession in the field of health (as not a health worker in health care), it is also important to emphasize that he is already recognized in the education system, social welfare and according to the new proposal of the law on sports with activities in sports. Only those with different pedagogical abilities, the ability to critically evaluate their own educational practice, the willingness to change and improve their behavior and the ability to nurture a living culture in the workplace can feel satisfied with their work (Ljubetić, Kostović-Vranješ, 2008). It is expected that the output results of the research will be useful for a better, more efficient, and more professional future approach in the work of (kinesio)therapists, and very useful for them to assess the level of their pedagogical competence. A survey was conducted on 24 (kinesio)therapists to examine their pedagogical (in)competence. The findings indicate that most respondents possess the necessary pedagogical competences, but it was determined that some of them feel insecure about their competences acquired through years of education.