The perception of pre-school teachers’ profession, has changed throughout history. From today’s perspective pre-school teachers are observed as individuals professionally trained for educational activities with children in kindergarten, and many tasks and responsibilities are associated with that definition. But, despite the complexity of the job the question still arises: is the preschool teacher occupation a profession or not? In the theoretical part the educational profession, and one of the most important educational requirements, professional development, is explained in more detail. Professional development implies development of the competen-cies that enable the educator to act with quality and respond to everyday challenges. It is real-ized through the various forms of professional development, critical reflection, research and reading of the literature. The main question that guides this thesis is how much the educators find themselves ready for this demanding, continuous process. Therefore, the aim of the re-search is to determine the self-assessment of readiness of pre-school teachers for professional development. The survey involved 150 educators who were surveyed by an online survey ques-tionnaire. The results of the research showed that there is a high level of readiness for profes-sional development among the respondents, while the analysis of the results obtained by testing hypotheses showed that there is no statistically significant difference in the readiness of edu-cators for professional development with regard to age and work experience, but it exists with regard to the employment status and level of education of the educator. Those educators who are in permanent employment and have completed a graduate level of education are assessed as more ready for professional development.