This thesis deals with the problem of storytelling in primary school. Introductory chapters talk about the origin, theory and types of stories. The thesis also contains the explanation of divided opinions between reading and telling stories, and the terms narrating and storytelling. The focus of the entire thesis is on the core competencies of the narrator and the preparation, the atmosphere and selection of stories, rituals and resources for storytelling. The main part of the thesis is the empirical part which presents teachers' attitudes on telling stories and their implementation in practice. Anonymous structured questionnaire was used to obtain the attitudes of 28 primary school teachers. It aimed to establish whether teachers really tell stories, in which subjects and stages of a lesson and where they find stories. Research has shown that teachers often tell stories, usually in the motivational part of the lesson and they, in addition to Croatian language lessons, use stories in other lessons as well. As many as 82.1% of the total number of respondents believe that storytelling is better than reading. The surveyed teachers cited their own experience, stories they invent, textbooks, required reading, magazines and websites as the most common sources for storytelling. In addition to research, the paper interprets the lessons which were taught according to the prescribed curriculum and the ERR system, and which were taught in the first four grades of primary education. The lessons covered storytelling, in the main part of the lesson, and the interpretation of the stories that have been read. In all of the lessons a connection was achieved with the field of literature and all the classes were imbued with educational games. In addition, the paper also describes games of storytelling using objects, toys, senses, movement and also how a story affects the listeners, bibliotherapy.