Culture of the educational institution represents one of the key cornerstones of qualitative change in practice and in the implementation of the fundamental provisions of the Croation National Curriculum for Early and Preschool Education (2015), particularly in the understanding of importance of educators professional development. It is recognized by the mutual relations of the members of the institution and their common work, the style of management, the organizational and physical environment, and by the degree of focus on continuous learning and research of the educational practice. The theoretical part of the work, therefore, relates to the complexity and dynamics of the culture of the institution through chapters that outline its dimensions more extensively and conclude in their interdependence in action, emphasizing the importance of professional development as a way of improving the quality of culture of the institution. The empirical part of the work involves gaining insight into the personal understanding of educators about their own profession and professional development as the dimensions of kindergarten culture. Given the nature of the purpose of this research, a qualitative, narrative approach with ethnographic parts, has been used as it sees the participants in their natural environment and starts from their reference framework - personal story (Cohen, Manion, Morrison, 2007, Halmi, 2013). In this research has participated five educators, and semi-structured interviews were conducted for the purpose of data collection. Through the thematic networks, an analysis of the obtained results provides an insight into the perceptions of the educators about the professional development and other factors of the culture of the educational institution.