Physical activity is an irreplaceable instrument in children's complete development. Children show their need for movement through different types of games. The game is unavoidable course and the need for child development. Beside of physical health improvement, the more important for that age is social, emotional and psychological development of child. The child through the game develops his personality, learns to respect his teammates and opponents, obey the rules, to be a part of the team and teamwork. Handball is one of many games offered to children as extracurricular activity, but also as activity within the subject of Physical Education. Considering the number of hours provided to Physical Education throughout the school year, it can be concluded that teachers have a lot of room for shaping, teaching and directing their students. For the good teaching of the students, teacher’s methodological equipment is very important. Methodological equipment includes many knowledge and methodological procedures in teaching handball as well as knowledge of children’s possibilities in certain developing period. Purpose of this graduate thesis was to examine teachers of elementary school education on the frequency of Physical Education, the frequency of teaching topics of the teaching unit throwing, catching and shooting, the most common topics they are conducting, if they are gladly conducting this type of classes, how often they conduct games with elements of handball and if the answer is affirmative, which games. The poll was filled by 16 teachers from three different elementary schools, two from Krapina-Zagorje County and one from Zagreb. The research results show that most of them regularly conduct Physical Education, the average frequency of teaching topic of the teaching unit throwing, catching and shooting is 21 hours, teaching topics are equally represented and games with handball elements are often conducted, mostly Dodgeball and Mini handball (children’s handball).