The topic of this paper is Bibliotherapy for younger students od primary school. The paper is divided into two parts. The first part of the paper, which is divided into three chapters, presents a theoretical part of bibliotherapy. The first chapter talks in general about the concept of bibliotherapy, how it has developed throught history, all types of bibliotherapy and what is the connection between teachers and bibliotherapy. The second chapter provides an overview of the basic steps that need to be met and which literary genres are suitable for use in order for bibliotherapy to be successful. In addition, this chapter presents the theoretical part on poetry therapy, the impact of bibliotherapy on students with disabilities and gifted students and presents several bibliotherapy projects established in the Croatia. The third chapter provides an overview of traditional literature teaching that is compared to literature teaching in which the method of bibliotherapy is applied. Also, at the end of this chapter, was made a proposal for the structure of the lesson with an emphasis on bibliotherapy. The second part of the paper is a research part in which is presented the action research conducted with the third grades of two primary schools in Slavonski Brod. The aim of the research was to show how developmental bibliotherapy can be applied in the Croatian language class in the third grades of primary school and how based on the interpretation of the text students can understand the emotional life of characters and understand their own emotional life. The results of the research showed that students' literature class in which the method of bibliotherapy is applied is more interesting and creative compared to the classes of their teachers, that they learn about other people's emotions and their own emotions through interpretation and also learn how to deal with certain problems. At the end of all classes teachers said that they think that the application of this method is very useful and for their students, also they think that it affects the student's ability to solve problems, accept diversity and encourages students to express themselves emotionally