This thesis explores the attitudes, preferences, and consistency of vocabulary usage among Croatian high school students when choosing between British English and American English. Given that English remains the dominant global language, Croatian students are exposed to both varieties through formal education as well as media. The research was conducted on a sample of 184 students, analyzing their use of the two English varieties, as well as their beliefs and attitudes toward them. The thesis contains two main parts: the theoretical and the research section. The theoretical part investigates linguistic differences between British English and American English, particularly in terms of vocabulary, and examines perceptions of prestige, accuracy, and practicality of the two varieties, whereas the research section explores how consistent Croatian students are when presented with a choice between these varieties, as well as their perceptions and beliefs about them. The conclusions indicate that, although students show a preference for one variety, the blending of American and British English vocabulary is common, influenced by dual exposure from formal education and media. The results of our study contribute to a better understanding of how non-native speakers navigate the use of language varieties and vocabulary learning in a globalized context which is heavily influenced by media. For ESL teachers, these findings suggest the importance of raising awareness about the distinctions between the varieties while promoting consistency and comprehension in both.