Permanent professional development is a lifelong learning that implies continuous expertise training and upgrading one's own knowledge, skills and competencies. It's one of the key aspects and areas of work of every pedagogue, which includes regular training, acquisition of theoretical and practical knowledge in their professional field, sharing experiences with their colleagues along with opennes and willingness to learn. Other than working on their own professional development, a pedagogue also encourages the professional development of teachers and other educational participants. The objective of this graduate thesis is to determine if primary school pedagogues are satisfied with their permanent professional development. In order to achieve this, the method of semi-structured interviews was used along with paperwork related to the first part of the thesis. Thanks to the interview method it was found that almost all examinees are satisfied with their individual permanent professional development, but in terms of group opinions and examinees' experiences, they differ, ie some are more while some less satisfied. They explained what the role of a pedagogue in schools is for them, what the associates in the institution they work at expect from them, which professional competencies they possess and how much and in what way they develop professionally. They also shared their opinion about the competent institutions, which most of them consider to be sluggish and slow, and they pointed out what needs to be changed to make their daily work easier.