Professional development and the promotion of teachers within the profession are governed by the Regulation on the Advancement of Teachers, Educators, Professional Associates, and Principals in primary and secondary schools, as well as student dormitories. An educational worker can advance in three stages: mentor, advisor, and excellent advisor. The research's goal was to examine elementary teachers' satisfaction with the possibilities of promotion to higher titles and whether they differ based on the acquired title, work experience, and place of work. 673 participants from the entire Republic of Croatia took part in the study, using a questionnaire as a tool. The results showed that only a quarter of the participants are satisfied with the advancement possibilities. There was a statistically significant difference in the titles, indicating that those who had already advanced were more satisfied with the criteria, work flexibility, and financial gain. Based on the place of work, there is a statistically significant difference among classroom subject teachers. The results showed that classroom teachers are satisfied with promotion possibilities but dissatisfied with the benefits that come with the promotion itself. Furthermore, the results show that participants with ten or fewer years of experience are more dissatisfied with the duration of the promotion process compared to their more experienced colleagues. These results indicate the need for changes in the regulation and promotion procedure.