This thesis reports the results of a study which explores the attitudes of Croatian parents towards early foreign language learning. More precisely, the aims were to determine whether Croatian parents have positive attitudes towards early foreign learning, whether they consider English as more important than other school subjects in the lower grades of elementary school, and if there is a relationship between parents’ age, level of education, the number of foreign languages they know and their previous experience of foreign language learning in school, and their attitudes towards early foreign language learning. The sample consisted of 110 parents of children who attend Croatian elementary schools. Parents’ attitudes were explored through an online questionnaire, which is an adaptation of the fourth part of a questionnaire used in the Early Language Learning in Europe (ELLiE) project (Enever, 2011). The questionnaire consisted of two parts. In the first part, parents were asked to evaluate 19 statements about early foreign language learning and six statements about the relationship between English and other school subjects in the first four grades of elementary school on a five-point Likert scale. Parents were also required to say whether they inform themselves about early foreign language learning and how they do it. The second part of the questionnaire focused on the socio-demographic and other parent-related variables relevant for the study. The results showed that Croatian parents have positive attitudes towards early foreign language learning, but that they do not consider English as more relevant that other school subjects in the lower grades of elementary school. Weak and inconsistent relationships between parents’ age, level of education, the number of foreign languages they speak and their experience of foreign language learning in school and their attitudes towards early foreign language learning were discovered, which calls for further research.