The main significance of „school gardens“ is, alongside to the more vivid lessons, the possibility for the students to actively engage in the learning process, as well as to build positive work habits. This type of a teaching environment asks of teachers to be leaders who will guide their students through the learning process in order to successfully reach the wanted goals. Lessons of the aforementioned type also ask for an additional preparation on the teachers' part, which consequently leads to the overall educational outcomes to be far greater than in the typical classroom. Alongside to spending their time outside of the classroom, students have a chance to learn about tolerance and respect through their practical assignments. Such practical and sometimes physical approach to school assignments leads to the long-lasting knowledge and skills retention. The main purpose of this paper was to examine the historical development of the idea of „school gardens“, as well as to analyze the attitudes of the contemporary teachers about the importance of the aforementioned for the educational system. The theoretical part of this paper deals with the historical part of the study, while the empirical part of it touch on the analysis of the attitudes and beliefs of the teachers on the importance of „school gardens“. The research was carried out among the population of primary school teachers located in the Zagreb area, the Zagreb County as well as the Bjelovar-Bilogora County. Data were collected by the means of polling, i.e. a questionnaire, which was constituted for the purposes of this research. The main purpose behind this paper was to examine the teachers' beliefs and attitudes towards the „school gardens“. The results have shown that the majority of the interviewed teachers (95%) hold that „school gardens“ are important for the educational system, and the vast majority of them (93%) also believes that such form of lectures should be a part of the National Curriculum for the science group of subjects. Further analysis showed that the teachers find that the class held in the „school garden“ is motivating for the students, and it stimulates the students to think critically and explore independently while at the same time developing a positive attitude towards work. Furthermore, teachers have concluded that the government's funding of „school gardens” is severely lacking, so the majority of the funding goes through the parents and the schools themselves. Out of all the interviewees, 39 % of them are currently employed in school that have a „school garden“, while 61 % of them are not. The latter believe that the main reason for it is the lack of funding, lack of the available area as well as the shortage of materials and tools for agriculture and activities involving outdoor engagement.