Human behavior is a topic that has been studied from the very beginning of the development of psychology, pedagogy, philosophy and many interdisciplinary sciences, and thanks to its exceptional complexity, it is still relevant today. Despite years of research and analysis, there are still individuals (especially teachers) who work with children and youth, and who believe that punishing young people who manifest unacceptable behaviors is effective in the long run. Precisely because of the unawareness of the damage they cause, there is a need to analyze the characteristics and etiology of behavioral problems and the impact of the environment on children and young people who manifest them. Behavioral problems encompass a wide range of problems and are divided into risky behaviors, fluid behaviors, and behavioral disorders. Children with this type of difficulty have problems in socio-emotional and intellectual functioning so help from the environment (parents, teachers and other educators, peers) is a necessity for them. The first step to adequate help is certainly understanding. When we understand the causes of certain behaviors, we are able to act effectively. For that purpose, this research was conducted on a sample of 73 female and 3 male elementary school teachers (N = 76) in the Republic of Croatia. The aim of the research was to investigate the extent to which Croatian teachers believe that educational inclusion of students is implemented in our primary schools, with an emphasis on the inclusion of students with behavioral problems. The results showed that teachers, despite creating a stimulating and supportive climate and developing individualized curricula, are still not sufficiently aware of the importance and benefits of inclusive education. Less than two-thirds of the surveyed teachers believe that students with behavioral problems should attend regular educational institutions. The reason for this is the lack of education about the educational inclusion, thanks to which they did not acquire the necessary skills to work with students with disabilities. The schools in which they are employed are not sufficiently focused on the lifelong education of teachers, which certainly contributes to the lack of motivation for learning and improvement when it comes to the working with students with disabilities.