The aim of this paper was to explore the perception of knowledge in students of three-year vocational schools and the ways in which it was formed. The understanding of the creation and shaping of an individual's perception of knowledge was approached from the perspective of social constructivism, emphasizing the interactivity of the individual with the narrower and broader structures of society within primary and secondary socialization. Family, peers and teachers – are seen as dominant actors in constructing the meaning an individual attaches to knowledge by emphasizing the experience he lived within the education system. There was carried out a qualitative type research with a phenomenological approach to the subject of research, and the method used to investigate the phenomenon of knowledge perception is a semi - structured interview. From the population of students of three-year vocational schools of the regular curriculum of the City of Zagreb aged 14 to 18 during the current school year 2019/2020. by snowball sampling, participants were selected based on the sociodemographic characteristics of gender, age, and direction of the school they attended. The interviews were structured with a guide through six (6) thematic blocks, and before each of them the participantsand the researcher signed the informed consent in two copies. Each interview was recorded with a dictaphone and stored on the researcher's device, and the analysis of the data began with their collection and transcription. After the analysis, it is concluded that the construction and shaping of the perception of knowledge in the individual is a complex process in which participate actors from the narrower and wider educational and socialization system. The role of the parent is dominant within the framework of the habitus on the basis of which the individual defines the criteria of evaluation in the perception of himself, knowledge and the wider elements of society. Wider structures – teacher and peer – dictate the establishment of rules and the creation of norms that define the situation, whereby in the established hierarchy the position of the individual is determined depending on the produced stigma. In this context, his perception of knowledge is formed, but also the understanding of the entire social reality of which he is an active co-creator.