With development of information and communication technology, there was a need to develop digital and technological competencies of teachers and students. The importance of developing key competencies became pronounced with the promulgation of the COVID-19 pandemic and the transition from the classic form of teaching to online teaching. Online teaching is a form of teaching in which learning methods are available online, and the whole process takes place in a virtual environment. It can be implemented synchronously and asynchronously. For the teaching process to be successful, teachers and students should have technological support to monitor teaching and defined knowledge to use computers, the Internet and selected tools. Therefore, online teaching has characteristic advantages and disadvantages. The shortcomings of online teaching can impair its quality, so it is necessary to work on their mitigation. The aim of the research conducted as part of this paper was to examine the competencies of 4th and 5th year teachers of the Faculty of Teacher Education, University of Zagreb for organizing and conducting online teaching in schools based on self-assessment. The survey was carried out in June and early July 2021, and involved 106 respondents. Data was collected by completing an online questionnaire. Respondents did not express great satisfaction with the online teaching conducted at the Faculty of Teacher Education and assessed that they have partial competencies for independent organization and implementation of online teaching in school. The results of the research showed that not all directions and modules of teacher studies are competent enough to organize and conduct online teaching in school. As expected, students of the computer science module are more competent than others. Students of the computer science module are also assessed as the most competent to use some systems and tools in online teaching.