For schoolteachers having a high quality of knowledge in the domains which are being taught in middle schools together with knowing the teaching methods and rules isn’t enough for successful work with the class. Determined and conscientious schoolteachers can contribute to the quality of their own work and the quality of the class environment if they use suitable managment and managerial competences. Since managment and managerial competences imply immediate work with the class, teachers have one remaining immediate form of class called homeroom class. The purpose of this thesis is to investigate the application of the homeroom class in middle schools, collect data and schoolteachers personal experiences and to show the importance of the homeroom class in managing and leadership the class. The interest for this research comes from the fact that there isn't a systematic training of teachers for this form of class on the scholastic facultys so most future schoolteachers lack the conscience and ability on what and how to work these types of classes. The goal of this research is to examine the diferences by analyzing data in the attitudes of schoolteachers towards the role and organization of the homeroom class and their sense of responsibility in their role as the leader of the class. The research examines different approaches in managing the homeroom class with a special overview of mutual relationships, communication in the classroom and the class environment. The differences in the schoolteachers attitudes that may have been caused by their different work experiences and qualifications were taken into account during this research. For the needs of the thesis a empirical non – experimental research was conducted by interviewing schoolteachers from Koprivnica, Zagreb, Ogulin and Rijeka.