The topic of this thesis are the challenges of inclusive education of students with disabilities in primary schools. Given that previous research has dealt with this topic mainly from the perspective of teachers, the aim of this research is to gain insight into the challenges of inclusive education from the perspective of primary school pedagogues. The research used qualitative methodology and data was collected by semistructured interviews conducted with 10 primary school pedagogues in Osijek-Baranja County. The results of the research showed that pedagogues perceive different challenges to inclusive education of children with disabilities in their schools: school spaces are only partially adapted to the needs of students, inclusive school culture is still not fully realized, while the curriculum often does not provide sufficient guidelines for working with students with disabilities and does not leave enough time and space to design content and methods for working with students with disabilities. Furthermore, the results showed that challenges arise in providing specific support to students with disabilities, especially in providing teaching assistants, but also that cooperation between parents of students with disabilities and educational staff is mostly good, but the most common challenge is parental non-acceptance that their child is in some way different from peers, which can result in negative educational outcomes for the student. Finally, the results showed that pedagogues attach great importance to working with the local community in the context of inclusive education, because in this way they can gain new knowledge and information that can help them design curricula for students with disabilities, especially because sometimes only through such a form of cooperation they can get the opinion of experts in education and rehabilitation, which they generally do not have in schools.