Changes in the education system in which the teaching process is included, occur with the chaning society and with the changes in its culture, technology and information technology. Modern teaching aspirations are aimed at individualisation of teaching for each of the pupils that actively participate in the teaching process. Owing to pluralistic education system, nowadays alternative education systems are being practiced. Such alternative systems still follow the state education standards, while using innovative teaching methods guided by their own vision of education science. The aim of this paper is to compare particular elements of teaching realisation of contemporary regular schools and alternative educational models and schools by studying relevant expert literature and documents on education and school, and b giving an overview of alternative schools and education models of 21st century. Main characteristics of alternative schools and models are a result of pupil-teacher relationship which is based on cooperation, trust and respect. Pupils in alternative schools are given more freedom and actively participate in creation of teaching objectives and learning content based on their own aspirations and interests. Different learning styles are acknowledged and respected during learning process, and methods that are mostly used are active ones, from which the most important one is in the form of project teaching. Except for intelectual achievements, human and social compenetcies are involved in learning objectives in alternative schools, in order to establish a connection between school as an institution and pupils' real lives. This paper researches and descibes teaching processes in regular and alternative schools that are partly similar and partly different which is an outcome of flexibility and openness of teaching curricula. Alternative schools and models represented in this paper are different since they specialise and focus on a particular field of the education system and direct their work towards it, while regular educational programmes mainly depend on standardised national curriculum and on the will, experience and attitudes of the teachers employed.