The after-school care is a a facultative form of direct nurturing educational work aimed at lower forms of primary school children where, before or after school, they fulfil their school obligations, eat and spend their free time under the professional guidance of teachers in a quality and varied way. The nurturing function of after- school care is an almost unexpored area of pedagogical work in schools. The majority of teachers commit themselves to this profession out of their love for children and the wish to pass their knowledge directly to them. But, the inner fulfilment isn’t enough for the teacher to be content with his job. The discontent at work doesn’t imply just the worker but also the co-workers, and in the case of the teaching job it is even harder because it can have a negative impact on the nurturing eduacational subjects, and these are the students. As this theme isn't sufficiently represented in the area of scientific research, it represents not only a professional, didactic-methodical, but also a general pedagogical problem. In this context, the main aim of this research is to give a review of the school and after-school care teachers’ self assessment in regard of the nurturing role of third grade after-school care.