This thesis deals with the application of Viktor Frankl's logotherapy principles in primary school teaching, with a focus on mother tongue (Croatian) and foreign language teaching. The starting point of the work is logotherapy, the so-called third Viennese school of psychotherapy, which was founded in the middle of the 20th century by the Viennese psychiatrist and neurologist Viktor E. Frankl (1905 - 1997). Frankl defines logotherapy as psychotherapy focused on meaning, and its application in teaching leads to positive results among the students. In the context of logotherapy in teaching is the term logopedagogy commonly used. Because students are aware of their own uniqueness, personal contribution and their role in community, they treat themselves and others responsibly, respect authority, and there is a positive atmosphere in the classroom. The application of logotherapy principles points students to the fact that they are co-creators of social reality, which additionally motivates them for learning, academic success and commitment to the work for the improvement of the community. This thesis presents two interconnected ways to achieve the stated results: proper treatment and communication with students and selecting texts for reading in mother tongue or foreign language classes. The first point includes the proper choice of communication and view of the student. When choosing texts, it is important to look for the works of children's literature in which the characters have values that are to be nurtured in the students: kindness, modesty, generosity, responsibility, empathy and hope. The goal is for students to identify with characters who found meaning in suffering, saw crisis circumstances as an opportunity for something new, and despite circumstances, they could not influence chose to come out the situation as heroes.