Stuttering is a complex disorder of speech fluency, characterized by involuntary repetitions and prolongations of sounds or syllables and blockages, as well as psychological, physiological and emotional reactions to interruptions in speech (Bodur et al., 2019). Keresteš, Brković, Kuterovac Jagodić and Greblo (2012) describe parental behavior through 7 dimensions: Warmth (showing love), Autonomy (respecting the child's choice), Inductive reasoning (disciplining using explanations), Parental knowledge (monitoring the child), Intrusiveness (criticizing the child ), Punishment (harsh methods of punishment) and Permissiveness (giving in to the child's wishes). Parental stress is an emotional burden arising from the demands and obligations that come with the role of a parent (Profaca and Arambašić, 2004). Several studies examined relation between parental behavior and stress and features of stuttering in children of primary school age. The aim of this study is to examine the relation between features of parental behavior and stress and features of stuttering in children of primary school age. It will also be checked whether it is possible to differentiate children according to the severity of their stuttering based on the features of their parents' behavior and stress. The study was conducted on 18 parents and children of primary school. The frequency, duration and severity of children's stuttering were calculated with the Stuttering Severity Instrument (Riley, 2009), parental behavior was examined with the Upitnik roditeljskog ponašanja (Keresteš et al., 2012), and the level of parental stress with the Skala roditeljskog stresa (Berry and Jones, 1995). The results show a statistically significant real positive relation between parental punishment and the frequency of child’s stuttering and a statistically significant real positive relation between the duration of stuttering and parental warmth. There is no statistically significant relation between other dimensions of parental behavior and features of stuttering, as well as between parental stress and features of stuttering. Based on the features of parents' behavior and stress, it is not possible to differentiate parents into a group of children who stutter more or less. It was also determined that there is a statistically significant real negative relation between the level of parental stress and autonomy and warmth. This research confirmed that there is a relation between parental behavior and features of stuttering in children of primary school age. Further research with a larger sample and with better control of variables affecting children's stuttering and parental behavior is needed to make the results more relevant.