The frequent omission of orthoepic exercises in the teaching of foreign languages and the insufficient representation of phonetic topics in foreign language teaching reference books lead to the conclusion that the phonetic aspect of foreign language acquisition is almost regularly overlooked in language teaching, while the acquisition of vocabulary, morphology, and syntax are given priority. Due to time limitations and the size of the groups, in group classes it is often difficult to work on improving the students' speaking and communication skills, not to mention practicing the correct pronunciation of all the phonemes of a foreign language in class. Individual teaching, on the other hand, is also more oriented towards the acquisition of other aspects of the language than phonological. There are many reasons for this. Not taking into account the circumstances out of teachers' and students' control, it is often a question of insufficient awareness on the part of the teacher, i.e., the student, of the importance of acquiring the correct pronunciation of a foreign language, the teacher's lack of competence for the correct implementation of orthoepic exercises, or the fact that the teacher in question is not a good language model. Since all features of speech, not just the mastery of grammatical categories, affect the overall impression of the speaker, awareness of the importance of acquiring good pronunciation has already begun to rise in some world languages. The number of individuals who want to learn Croatian is increasing rapidly, which is why it can be assumed that orthoepic exercises will soon be increasingly implemented in the teaching of Croatian as a foreign language and their importance will become more prominent. This paper examines the scope of the phonological development of two beginners based solely on their perceptual abilities without conducting orthoepic exercises or methods of phonetic pronunciation correction. Recordings were made during an individual course lasting 12 weeks, where each subject attended two individual online classes per week, and they were perceptually analyzed.