Didactic principles are the main guidelines for conducting quality teaching. The most important didactic principles cannot be singled out, but each teacher chooses separately, gives a certain importance and implements these principles in his teaching work. In this paper, I will explain what are the didactic principles and how to implement them in teaching when processing teaching content. The concept and definition of didactics and its development through history, philosophers and pedagogues as the main representatives such as Wolfgang R. Ratke, Johann Amos Comenius - Komensky, John Lock, Immanuel Kant and others and their importance and contribution to didactics will be introduced. To reach the very emergence of didactic principles where Komensky has a special role, and his, we can say the first, didactic principles will also be listed. Also, the modern definition and the very definition of didactic principles and their characteristics will be mentioned. The basic didactic principles of eight and the didactic principles of four, which together make a total of twelve principles, will be enumerated and will be further explained and supported by examples that serve in practice itself. In addition, the implications of these principles will be discussed, ie the results obtained by implementing the principles themselves in teaching and recent trends. The didactic principles listed in this paper are not the only didactic principles that exist and are used, but they are certainly good foundations and serve to combine with new principles. Important importance is attached to the opposite of principles because only in that opposite can they function ideally. By using one didactic principle, he draws other didactic principles because they are all interconnected and thus make ideal instructions for teaching.