One class attends students of different profiles. From gifted to students with certain predicament. Teachers are the ones who need to know how to work with such students and how to utilize their potential. The overall objective of this research was to determine the teachers’ level of qualification for monitoring and evaluation of such students in primary education. Research included 6 faculties for teacher education in Zagreb, Rijeka, Split, Pula, Zadar i Osijek. By means of the syllabus, every class was analyzed which apply to children with special needs and their outcomes. Doing so, the 20 class was obtained which refer to children with special needs. It is important to highlight that 11 of obtained classes are mandatory and 9 of them are optional. In other word, the student may not even attend the same during his studies. On several faculties, some classes bear the same name and outcomes, but their workload, ECTS points, are not. On only two faculties, in Zadar and Split, methods of working with children with special needs class is held, which is mandatory. That fact is very important for this research. On average, there are 5 classes in every faculty which refer to children with special needs, of which 3 of them are mandatory. But, that classes have also different outcomes. In other words, children with special needs are mentioned, but they are not studied in their entirely.In entire research only 2 classes stated outcomes which refer to evaluation of children with special needs. Those two classes are Method of working with children with special needs and Pedagogy of children with special needs. In conclusion, it shows that faculties don’t have enough mandatory classes talk about evaluation.