For some people voice is more than just a medium for transmitting messages because it is their main tool of employment. Such people are referred to as voice professionals. Teachers and preschool teachers are a part of this group. Most researchers do not separate teachers and preschool teachers explicitly, but rather investigate them as one group (''teachers''). However, in a few researches that separate and/or compare these groups, preschool teachers demonstrate bigger voice problems than teachers. In this research preschool teachers and teachers are examined as two separate and different groups. The goal of this paper is to examine and compare the frequency of voice disorder symptoms among teachers and preschool teachers using a self - assessment questionnaire, version of the Voice Handicap Index adapted for Croatian language. The aim was to get an insight into how and how much these two groups see problems with their voice and which of them is more prone to developing a voice disorder. To compare the results to the general population, a control group was introduced. Established hypotheses were that there would be a difference between groups on the results of the VHI (H1) and that preschool teachers will demonstrate a greater number of voice complaints (H2). Although the review of the results showed the difference between the results of preschool teachers and teachers, hypothesis H1 was not confirmed by statistically significant results. Hypothesis H2 was confirmed by calculating the frequencies of responses of preschool teachers and teachers that showed preschool teachers demonstrate a greater number of voice complaints on two out of three questionnaire's subscales. According to the answers obtained from the questionnaires, we can conclude that the biggest problem preschool teachers and teachers emphasize is the effort they have to put in when speaking and the variation or decrease in the voice quality throughout the day, the noise in the room and the feeling of decreased voice intensity. Although both groups state the same problems, preschool teachers mostly feel these problems intensively. The only statistically significant difference is confirmed on the physical variable between the preschool teachers and the control group which confirms that preschool teachers experience a greater number of problems than the general population. Although in this paper the presence of voice problems in preschool teachers and teachers isn't as big as in most of the other researches it is important to acknowledge that they demonstrate a greater number of problems compared with the control group which confirms that they are more prone to the development of voice disorders than the general population.