As many things change under the influence of technology and time, so does the educational system. What may once have determined a successful teacher can in no way satisfy the success of the new national educational standard and curriculum today. 21st century education imposes the use of new technological advances and a very large share of lifelong learning without which there is no successful teacher or successful education system. All countries and all modern nations are marked and recognized by their cultural heritage, which grasps the deepest parts of mankind past, but also the cultural traces of today's population. Archaeological heritage is a sensitive and non-renewable cultural resource. Archaeological heritage is a fundamental record of past human activities. It consists of natural and physical resources that contribute to the understanding of history, society, people and country based on the following components: archaeological, architectural, cultural, historical, technological and scientific, which include historical sites, buildings and archaeological sites. The great importance of heritage is emphasized in a number of conventions among them also the NARA Document on Authenticity (ICOMOS 1994) which states that the protection and promotion of cultural and heritage diversity in our world should be promoted as a basic element of human development. In its mission, UNESCO allocates funds for heritage protection programs. Member States are obliged to create programs and incorporate them into their laws. A necessary aspect for this is certainly the education of children from an early age in order to be empowered in heritage preservation. The study of heritage is an integral part of the study of history and archaeology. Although these branches of science have the same goals, which are to discover, comprehend and understand the past of mankind, they have different sources of study and methods through which to arrive at these insights. Archaeology, however, is not an integral part of school curricula, it is taught somewhat only within the framework of history and art. How much awareness of the importance of archaeological heritage for modern man can that type of teaching develop? And how to develop students' interest in the archaeological heritage of their homeland, their own country, but also in the European and world heritage? To answer these questions, this paper will analyze two teaching methods of history teaching, but primarily oriented to archaeological heritage, i.e. material sources of the past, and the effect of these different teaching methods on the perception of archaeological heritage of fifth and sixth grade students of OŠ Pušća and OŠ Dubravica. The traditional way of teaching imposes the same dominant frontal way of working on all students, without respecting their personalities, competencies, attitudes and ways of thinking. At the beginning of the school year after the introductory lessons − What is history and Historical calculation of time, children are introduced to a new concept − prehistory. Unfortunately, the children are too small to be able to perceive the huge notion of prehistory at all, to place it in one spatial and time category. As the longest period in human history without written sources, it is unfortunately insufficiently highlighted in the curriculum of the fifth grade of primary school history and occupies only six teaching hours. In order to change or improve this way of teaching, a more modern approach to teaching was started with students, especially towards archeology, which has been unfairly neglected and whose discoveries explain not only archaeological but also historical assumptions. In this paper, we worked according to the principle of active teaching − project teaching according to the innovative approach of the Austrian authors Larcher, which practices a large participation of children in the work. Such a concept in combination with field teaching gives high results of success in teaching children and in their own expression of creativity and originality. Through project classes, we familiarized the children with the archaeological heritage. With the project model in teaching, we defined the concept of prehistory, described the appearance of the first people, named the first cultures and civilizations, highlighted the world-famous site of St. Križ Brdovečki, gotten acquainted with Greek and Roman architecture and their development in the Croatian historical area. The project model continued in the sixth grade of primary school, where we dealt more thoroughly with Croatia in the early Middle Ages, especially the Croatian pleter and Glagolitic alphabet and we highlighted the church of Sv. Križa and Rudine. In the native part, Sv. Juraj, the only saint who successfully connects three religions and who is also the protector of our region. The class was designed so that they had applied the skills and knowledge which they acquired in everyday life, which had ultimately contributed to a better quality of life and work of the whole community. The paper offered a package of activities that will best influence the development of a positive perception of childrens archaeological heritage. The results of a multi-year project was able to help children and teachers to create teaching processes, i.e. a history curricul where archeology as such is unfairly neglected. Archeology is one of the national strategic priorities of the state and with this research children will be able to actively participate in the work of the community in the early years of preserving and affirming the archaeological heritage and thus participate in preserving European and world heritage. The obtained results justified the rejection of the hypothesis of the absence of differences in attitudes towards archaeological heritage among the populations exposed to different curricula. The purpose of the first part of questions was to test the knowledge the pupils posses about archaeological heritage. They learned about it in the 4th grade of middle school through the subject Priroda i društvo . While there, through the history of Croatian people, they learned about Croatian aristocrats, kings and the archaeological heritage of that period. After the separate programs of lecturing, one being the model of traditional lecturing while the other being the active style of teaching or project teaching, attitude towards and knowledge of archaelogical heritage will be confirmed. The initial ladder of attitude, consisting of 6 particles, showed the acceptable limit reliability measured by Cronbachs alpha number (0,64) , while the end ladder that was made of 21 particles contains very good reliability (0,87) . The test of knowledge in the fifth grade showed a high reliability (0,87) , while the test that covered the calculus of the 6th grade showed acceptable reliability (0,69) In order to check whether these groups are balanced, according to the attitudes towards archaeological heritage and motivation to handle the lectures from that area, a t-test was handed out with independent samples. At the end of the fifth grade in which the groups where exposed to enriched, or standard curriculum, the pupils knowledge and also their attitudes towards archeological heritage were tested. Namely, it was shown that students enrolled in the enriched program have statistically significantly more positive attitudes (t = 2.47; p <0.05) towards archaeological heritage than those who attended the standard form of teaching. It can be added that the magnitude of the treatment effect, i.e. the difference between the two groups, is relatively pronounced and amounts to approximately half of the standard deviation or measured by a correlation coefficient of 0.26. The enriched program, in addition to a major change in attitudes, has led to a better adoption of knowledge about the archaeological heritage. Students included in the enriched program showed a higher level of knowledge on the test compared to those who attended the traditional program (t = 2.12; p <0.05). The enriched program produced not only a statistically significant but also a substantial effect measured by a correlation coefficient of 0.35. During the attendance of sixth grade, the pupils were further involved in the curriculum they were originally placed. At the end of the curriculums they were examined and they filled the questionnaire about archeological heritage. The enriched curriculum during the school year contributed to more positive and affirmative attributes towards archeological heritage amidst 6th grade pupils (t=2,15;p<0,05). The observed difference refers to a noticeable amount of performance which surpasses the half of the standard deviation or measured with the factor of correlation amount to 0.26.