The main goal of this research was to determine the level of speech fluency disorders awareness amongst kindergarten teachers in Croatia, based on their knowledge of speech fluency disorders. Also, their beliefs about children with speech fluency disorders, about the role of environment and kindergarten teachers in development of speech fluency disorders in children, and their beliefs about which strategies to use when talking to children with speech fluency disorders where investigated as well. A questionnaire under the name “Kindergarten teachers’ awareness of speech fluency disorders” was created for this purpose. Responses of 170 kindergarten teachers were collected and the differences between them were analyzed according to three variables: years of experience, education on speech fluency disorders, presence of speech and language pathologist in kindergarten. The results showed that kindergarten teachers in Croatia have partial knowledge of speech fluency disorders. Teachers with more years of experience have better knowledge of speech fluency disorders, while education on fluency disorders and the presence of speech and language pathologist in kindergarten do not affect the knowledge of kindergarten teachers. Also, kindergarten teachers hold some negative beliefs about children with speech fluency disorders, and do not know what strategies to use when talking to children with speech fluency disorders. But, they are well aware of how important their role is in the lives of children with speech fluency disorders, and show the need for better education and support in the field of speech fluency disorders.