Theoretical Background: Various biological, sociocultural, and individual factors influence the manifestation of school-age stuttering, leading to differences in speech-laguage pathologists' approaches (Guitar & McCauley, 2010). Additionally, on a global scale, SLPs' approaches may vary due to differences in education and healthcare systems, culture, as well as individual decisions SLPs. Objective: The aim of this research was to determine the differences in stuttering therapy among Croatian and foreign SLPs concerning the type of their therapeutic approach, participation in formal stuttering therapy training, and collaboration with parents and psychologists. Methodology: The study involved 96 participants divided into two groups: Croatian (51) and foreign SLPs (45) actively involved in stuttering therapy. Participants completed an online questionnaire in either Croatian or English, depending on their country of residence. Results: Croatian SLPs employ a comprehensive approach to therapy more often compared to foreign SLPs, with differences also observed in the use of other types of approaches. Additionally, foreign SLPs attend formal stuttering therapy training more frequently during and after their studies. Regarding collaboration with parents, foreign SLPs report collaboration more frequently, except in the area of parental counseling, where they do not differ from Croatian SLPs. In collaboration with psychologists, Croatian SLPs refer school children to psychologists more often, while there are no differences in other segments of collaboration. Conclusion: Though this research highlights significant differences in stuttering therapy approaches and formal training between Croatian and foreign SLPs, further research is needed for a more detailed understanding of these differences. But, it is important to provide formal training to meet the needs of all SLPs and to improve stuttering therapy, regardless of their country of residence.