The educational system represents the foundation of society and plays a significant role in shaping future generations. Teachers are key players in achieving this goal, not only do they transmit knowledge to students, but they also shap e their behavior and moral values. One of the most important aspects of the teacher's role is managing student behavior within the school environment. The goal of the research was to examine the attitudes of primary teachers regarding the imposition of ped agogical measures and the purpose of imposing such pedagogical measures for unacceptable student behavior. 63 primary teachers from nine elementary schools in the Republic of Croatia participated in the research conducted in June and July of the 2022/2023 school year. The measuring instrument created for the purposes of this research consists of four different forms. The research participants also had to fill out a questionnaire of socio demographical questions related to gender, age, length of service in t he school system, and the number of imposed or canceled pedagogical measures as members of the Class/Teachers´ Council. The Attitude Scale toward the Imposition of Pedagogical Measures was applied as well. The research results show no difference between ma le and female gender when it comes to imposing pedagogical measures for certain unacceptable behavior. Moreover, there is no link between the school success of perpetrators of unacceptable behavior and the frequency of such measures being imposed . Teachers make decisions about the imposition of pedagogical measures considering all the circumstances of the event and the consequences of such behavior. According to the results of the parameters of the semantic differential particles, the particles "impulsive t houghtful" and "useless useful" have the highest average ratings, while the particle "good bad" has the lowest average ratings. In addition, a statistically significant difference was found in the attitudes of primary and secondary school teachers, with se condary teachers expressing more positive attitudes towards the imposition of pedagogical measures, which is in line with expectations. The results of this research provide guidelines for future research in this area and can serve as a basis for counseling teachers.