Dressing is a form of nonverbal communication through which we send messages about our personality and expectations we have of others. Therefore, dressing is a significant aspect of nonverbal communication in the school environment. Numerous studies show that the dressing style of teachers influences students' perception of them and is significantly related to students' behavior (Rollman, 1980; Joseph, 2017). According to Bandura's theory of social learning (1977, 1989), we learn through social interactions and are influenced by the people we come into contact with. This implies that clothing, as a form of nonverbal communication, also shapes our perceptions of individuals and impacts the adoption or avoidance of certain patterns (such as dressing styles, etc.). Additionally, Goffman's dramaturgical theory (1956/2000) explains how we gather information based on personal façade, which includes clothing, and how it helps us form opinion about someone and assess situations, predict future events, etc. In Croatia, teachers' opinions on dressing as a form of nonverbal communication in the classroom have rarely been examined. Therefore, a qualitative study was conducted to examine how school teachers perceive the role of attire in nonverbal communication within the classroom, and how, according to their beliefs, dressing styles can influence student behavior. The study involved 12 teachers from two schools (one elementary school and one high school) in the Zagreb County. The findings indicate that some teachers emphasize the importance of dressing in the classroom environment and mention various ways in which it can influence students. On the other hand, another group of teachers does not consider dressing a significant dimension of their professionalism. The participants highlighted unclear school regulations that do not specify what is meant by „appropriate dressing“ for teachers or students as the problem. The results underscore the necessity of educating teachers and students about the importance of dressing as a form of nonverbal communication in the classroom, which often helps us interpret certain situations, but can sometimes lead to wrong conclusions.