The aim of this study was to examine prospective teachers' attitudes towards children's rights and asses the relationship between their certain characteristics and knowledge about children's rights. The sample consisted of 265 future teachers, professors and professional associates who are currently students enrolled in universities in Croatia. The data was collected through an online survey questionnaire. Attitudes toward two types of children's rights were measured by Children's Rights Attitude Scale, knowledge about children's rights was measured as it's three aspects: subjective assessment of familiarity with the subject, objective knowledge and former exposure to information. Questions regarding sociodemographics were also asked. The results showed that students show somewhat greater support for nurturance than self-determination. Objectively knowledgeable students show greater support for self-determination. Field of study significantly predicts self-determination rights attitudes: humanities and social sciences students support them more than those in STEM, while there is no significant difference between them regarding nurturance rights. Remaining sociodemographic characteristics, subjective assesment of knowledge of and former exposure to information about children´s rights did not significantly predict attitudes towards rights. However, the results obtained should be approached with caution.These findings implicate that knowledge about rights is related to attitudes towards them and student´s field of study, what leads to the conclusion that their education about the subject needs further attention.