Croatian linguistic diversity is the foundation of linguistic and cultural richness, and an essential component of Croatian linguistic identity. Linguistic diversity is a value that should be nurtured, developed, and passed on to younger generations. The first language a child encounters is one of the native idioms, the basics of which they grasp early in childhood. The school, as an educational institution, is obliged to recognize and utilize the native idiom in teaching, enabling students to more easily master the Croatian standard language. This thesis will illustrate and explain the linguistic circumstances in which children learn the standard language, display the characteristics of three dialects, elucidate the importance of native idioms and their contribution to intangible linguistic heritage, as well as the nurturing of native idioms in school. It will exhibit the values and educational areas determined by the National Curriculum for primary education (MZO, 2017) and their influence on the formation of linguistic identity. It will analyze the presence of dialect content in classroom instruction within the Croatian Language Curriculum (MZO, 2019). The aim of the study was to investigate teachers' attitudes towards nurturing native linguistic heritage in classroom teaching. The results showed that the majority of them consider it important to nurture the native linguistic heritage, as well as the presence of dialectal content in the Croatian Language Curriculum. Furthermore, the results confirmed that classroom teachers who are native speakers of the Kajkavian and Chakavian dialects hold more positive attitudes towards introducing more dialect content in lessons than native speakers of the Shtokavian dialect. The research results showed that a greater presence of dialect activities in teaching does not depend on the dialect spoken by the respondents nor on their teaching experience.