The topic of this paper is Education of primary school teachers in the countries of the European union. The paper is divided in two parts. The first part of the paper, which is divided into five chapters, presents the theoretical part about the teacher, the history of teacher training and the development of methodologies. The first chapter talks about the teacher in general, what kind of person a teacher should be and what a teacher should deal with. The second chapter talks about Croatian education through history from teachers' schools, higher education in Croatia until the end of and after the Second World War, and higher education of teachers before and after the Second World War. The third chapter talks about the training of classroom teachers in Slavonski Brod dating back to the 18th century. The fourth chapter talks about the training of teachers today. What conditions must be met by a person who wants to enroll at the University and what study programs can he choose and what academic title does the person acquire with regard to the chosen type of study. The fifth chapter talks about the development of methodologies and the introduction of curricula in education in Croatia. In the second part of the paper, research on the education of classroom teachers in the countries of the European Union is presented. The first goal of the research was to determine whether the enrollment quotas for teacher studies in the Republic of Croatia correspond to the needs of all primary schools for classroom teachers, while the second goal was to see how classroom teachers are trained in the countries of the European Union. The results of the research showed that at all seven universities that educate future classroom teachers, enrollment quotas should be reduced by 10-20%, and the state of the labor market should be monitored and, accordingly, enrollment quotas for teacher studies should be increased or decreased in the coming academic years. While the results of the research on the education of classroom teachers in the countries of the European Union showed that they do not differ significantly. In all nine countries that responded to the survey questionnaire out of a total of 27 member countries, students are educated at a university or college and acquire a specific academic title, and enrollment quotas for teacher studies are regulated in five countries, while enrollment quotas are not regulated in four countries.