Part one one of this master thesis talks about acquired abilities a teacher must have and constantly improve. Besides those abilities, in this theoretical part of the paper, the most common difficulties in children's development are defined, also some ways of teaching those children. Part two shows the results of survey research obtained from pre-service teachers, students of Faculty of Teacher Education. The aim of this research was to test do they feel able enough to work with children with disabilities. The research was conducted during year 2019/2020 among students of forth and final (5th) year of Faculty of Teacher Education in Čakovec. 86 students of teachers education participated in this research. Results show that pre-service teachers are not confident in their competencies for working with children with disabilities in terms of knowledge of the types of difficulties, adaptation of methodological and didactic materials and evaluation. They are aware that in the existing education system there is insufficient talk about this topic, which results in doubts about their own competencies. In spite of those results, students are motivated to work with these children and they are willing to create a positive classroom atmosphere and emotional contact with them. They also assess themselves as open to collaborating with professional associates in and out of school to enable better progress for students with disabilities. To conclude, their competencies would be greater if they were more involved in this topic at the Faculty and if they had more experience in direct work with students with disabilities. However, students are aware that professional development is desirable and necessary after graduation, which is why most of them said that they are ready to participate in it and thus progress professionally.