The paper includes theoretical and quantitative research related to attitudes of parents and teachers about the use of problem picture book in the lower grades of primary school. The first part of the paper deals with the theoretical research of the picture book: its definition, history, functions and types. This is followed by defining the problem picture book and explaining the possibilities of using the problem picture book in the educational process. The second part of the paper refers to quantitative research related to the attitudes of parents and teachers about the importance of using the problem picture book in the lower grades of primary school. The research was conducted on a sample of 232 primary school teachers and 1157 parents of primary school students in the Zadar County during May 2020. The aim of the research was to investigate the attitudes of parents and teachers about the importance of the problem picture book in the lower grades of primary school. The data were processed in Excel in such a way as to obtain the frequency, respectively the percentage of respondents' answers. Given the aim of the research and the results obtained, it turned out that most of the hypotheses were confirmed. The hypothesis Parents read picture books together with their children has not been confirmed because slightly more than a quarter of parents read picture books with their children. Hypotheses Teachers use a problem picture book in teaching and Parents use a problem picture book in activities with children have been confirmed. Furthermore, the hypotheses were confirmed Given the attitudes of parents, the most important role of the problem picture book is a fun role and Given the attitudes of teachers, the most important role of the problem picture book is the cognitive role. Hypothesis Given the attitude of parents and teachers, the use of problem picture books in lower primary school encourages language, cognitive and emotional development has been partially confirmed because most teachers believe that the use of problem picture books in lower primary school encourages language development and creativity. Also, the hypothesis was confirmed. Parents and teachers most often use the problem picture book for literature and creativity and project activities and the hypothesis The school organizes activities related to the problem picture book in which parents and children participate was not confirmed because only 22% of teachers organize activities. related to the problem picture book in which the parents participate.