All the stakeholders of "boarding school" by improving their professional competence and learning in community, are trying to build a specific identity and culture of "boarding school" that would be, by social and professional environment known for the quality of their work. The important stakeholder of the educational process, the resulting changes and current affairs and a balance the quality of their practice and personal and professional development, - is the "Educator". A successful educator in a boarding school is pedagogically rigorous, consistent, full of optimism and faith in the students, and his role, his leadership as work style is the appreciation of students as subjects of "Educational" process which affects the culture of "Boarding school". Such an educator is certainly an example of creating good relationships at all levels and contributes to the formation of residential culture . The aim of this study was to examine the function of the educator in the formation of residential culture and its benefit to the quality development of students. By using the quantitative research approach it is fundamental to determine the attitudes and perceptions of principals, associates, educators and students, and the assessment of the significance of the role of educators in the formation of residential culture. The study will include a sample of three "Boarding schools" (male, female, mixed ), from Zagreb area, whose attitudes would be examined by questionnaire.