The quality of preschool teacher's work greately implies satisfaction with their own job, competence, and minimum stress. There are many aspects of work that finally result with pleasure or dissatisfaction, such as interpersonal realationships, salary, working time, etc. Stress has a great influence on the very perception of the job, it is related to negative experiences, feelings of dissatisfaction and discomfort, respectively. According to many researches, particularly in educational establishments, high level of stress is present, which has a negative reflection on work and employees. Competences are also necessary for quality work, and given that the modern society has changed the understanding of the child, the educator requires a completely new set of competences that will keep up with it. The aim of this paper is to explore the satisfaction of the preeschool teacher on the job itself, the sources of stress and self-assessment of competences, as well as the possible correlation of age, work experience and level of education. Three scales of estimates related to job satisfaction, sources of stress and self-assesment of competences were used for the purpose of this study. 151 educators from all over Croatia participated in this study According to the results, preschool teachers are on average satisfied with their job, and moderately stressed and they assess themselves as highly competent. Increase in age, as well as working experience, has a significant impact on the satisfaction with the physical working environment, and the increase in working experience also affects the self-assesment of competencies. Preeschool teachers with a high level of education are more satisfied with their relationship with the users. Numerous connections between subscales of stress and satisfaction with job has been shown as statistically significant, and they are all with negative sign.