Institutional pre-school education in Croatia is viewed from two points of view: on one hand, it is less in the focus of the Ministry of Science and Education than the other parts of the educational system, while on the other it is in the focus of experts who are intensively involved in pre-school education. The National Curriculum for Early and Pre-school Education, which took effect at the end of 2014 (URL 6), provides guidance to practitioners in their efforts to achieve the quality of pedagogical work within pre-school institutions and the quality of the institutions themselves. The quality is also influenced by the culture of the society in which a particular preschool institution operates. The educational system, including the part related to pre-school education, is in line with the values that the society nurtures, and therefore is in accordance with its culture. The implementation of great examples from different cultures has not succeeded in Croatian preschools, which emphasizes the fact that pedagogical practices and the quality of preschool educational institutions depend directly on the culture within which the institution operates. The culture of each individual employee of a particular preschool institution also affects the quality of the institution. The culture of a principal as an individual running the institution can also affect the culture of the entire institution, and thus the quality and the direction in which the institution develops, stagnates or declines. Educators in their daily direct work implement the regulations for preschool upbringing and education with preschool children, and thus their personal culture has an impact both on the quality of their own work and indirectly on the quality of the whole institution and its culture. We see the importance in recognizing common values and rules of behaviour and implementing them in the creation of a preschool educational institution in which the preschool child is in the centre of interest, and his needs as well as wishes are an imperative in creating a stimulating material and social environment, which provokes the child to take an active role in creating their own knowledge. Education, self-evaluation and continuous professional development of educators, principals and professional associates contribute to this goal.