This paper will demonstrate methodical, didactical and pedagogical work practices in district schools. It is primarily concerned with the very definition of a district school and the preconception of a district school curriculum. Since education is a planned activity, this paper describes planning methods of certain subjects. Apart from regular end supplementary classes, students also have extracurricular activities which differ in district and primary schools. A district school is usually found in villages and superimposes the importance of local community and parent involvement. Both parents and the local community can contribute to educational space and school environment makeup, which is touched upon in chapter one. Furthermore, it mentions curricular forms, didactic strategies and education which should separate themselves from those of a primary school. It also speaks of the importance of classroom and school yard image, concerning desk and furniture arrangements in classrooms used by various subjects. In addition to these topics, the paper compares the positive and negative aspects of district school education. Alongside the aforementioned theoretical content, the paper will demonstrate peculiarities concerning the Velika Horvatska district school, the primary unit of which is the Đuro Prejac elementary school in Desinić. An interview was conducted with a district school teacher who works in a combined department. The questions asked are concerned with extracurricular activities, didactic strategies, the makeup of the school’s classrooms and environment, as well as levels of cooperation between the school, parents and the local community. The interview itself concludes that the curriculum in the Velika Horvatska district school is well organised and is easily conducive due to the school’s available equipment and the quality of its didactic programme. Further cooperation with the primary school, the parents and the community greatly contribute to a pleasant work environment.