The preschool curriculum is an official document that is prescribed at the national level and whose elements each institution adapts to its own conditions. However, despite this, there are visible deviations in educational practice and different strategies of work of preschool teachers. The aim of this paper is to show the connection between the sociodemographic characteristics of preschool teachers and the implementation of the modern curriculum in practice. In the theoretical part of the work, the main considerations about the traditional and modern curriculum, the stages of development of the modern preschool curriculum in the Republic of Croatia and the role of preschool teachers in its implementation will be presented. In the methodological part of the work, the goals and hypotheses of the research, the research instruments, and the results and their discussion will be presented. Starting from typical stereotypes, it is assumed that the age, work experience and education of preschool teachers influence the application of the modern curriculum in practice. The research was conducted on a sample of 136 respondents from the Republic of Croatia who completed the Curriculum Application Questionnaire. Based on the results, it was concluded that sociodemographic characteristics do not affect the implementation of the modern curriculum in practice.