This master thesis examines the differences between vocal fatigue perception among groups of kindergarden teachers and school teachers by using the Vocal Fatigue Index (VFI) questionnaire. A total of 146 subjects, 73 kindergarden teachers and 73 school teachers participated and two hypotheses were made. The first one refers to the existence of statistically significant difference in the results of the Vocal Fatigue Index questionnaire between the kindergarden teachers group and the school teachers group with the assumption that the kindergarden teachers group will have a higher vocal fatigue perception (H1), while the second hypothesis refers to the existence of a significant correlation between results of the Vocal Fatigue Index questionnaire and the length of service in both groups of vocal professionals (H2). Subjective voice assessment was used and performed by using the self-evaluation method. The Vocal Fatigue Index (VFI) questionnaire was used for this purpose. For research purposes, kindergarden teachers and school teachers also filled in information on gender, age, workplace, length of service, whether they are smokers, and if they are, for how long, did they have problems with their voice, did they visit a doctor or speech and language pathologist because of it, and if they did, who did they visit. Statistical data processing yielded a statistically significant difference between the kindergarden teachers group and the school teachers group, whereby the kindergarden teachers group had a greater vocal fatigue perception. Further processing of the data also yielded a statistically significant correlation between the results of the Vocal Fatigue Index questionnaire and the length of service in both groups of voice professionals, indicating that long-serving subjects perceived greater vocal fatigue than their colleagues with shorter period of employment. Based on the results obtained, it can be concluded that kindergarden teachers and school teachers face the same problems associated with voice, but kindergarden teachers feel these problems to a greater extent. Bearing in mind the nature of their work and the use of voice as the primary tool for performance in the workplace, vocal education, which includes vocal hygiene education, is recommended.