Nowadays more and more and more students have specific learning difficulties. Almost all students at some point have difficulties in acquiring the teaching content, however, it is necessary to distinguish between short-term difficulties and long-term and specific ones. The most common specific learning difficulties are dyslexia, dysgraphia and dyscalculia. Such students are characterized by a disparity between their potential and achievements, which can lead to lack of self-confidence and development of a poor self-image. Therefore, it is necessary to include students in appropriate forms of upbringing and education that will reduce the existing disparity. These forms contain a number of individualized learning and teaching procedures that facilitate the educational process for the student and enable monitoring of the teaching content. The aim of this research is to examine the extent to which teachers in primary schools in Croatia provide individualized support to students with specific learning difficulties (dyslexia, dysgraphia, dyscalculia), taking into account their diversity in opportunities and ways of learning, for the purpose of which a quantitative study was conducted. The research sample consists of 113 primary school teachers in Croatia who filled out an online questionnaire. Participants first answered general questions (gender, profession and years of experience in practice). This was followed by 24 statements about individualized procedures in which the participants indicated on a five-point Likert scale how often they carry out a certain individualized procedure. The results show that the participants carry out certain individualized procedeuress to a large extent. Most participants implement the procedure of extending the time for completing tasks, while the least participants apply different work methods and conduct oral exams instead of written ones, and the least of them cooperate with professional associates,. Based on such preliminary research, it is possible to plan further research in order to encourage additional professional development programs for teachers in the area of individualization and differentiation of the curriculum so that teachers acquire specific competencies in this area as much as possible.