Bibliotherapy is the use of selected literature for therapeutic purposes. Due to the many benefits and advantages of the process of biblioterapy on the individual, it can be an excellent tool for teachers to help students with many problems. The study involved 83 primary school teachers from the four elementary schools in the area of Rijeka. The measuring instruments used for the purpose of this research have been downloaded and used. Teachers demonstrate mediocre knowledge of literature and developmental bibliotherapy, and to a lesser extent competence for their application. Teachers of multiple chronological age and years of work experience are estimated to be more competent in the knowledge and application of developmental bibliotherapy, considering they are less able to be trained during initial and ongoing professional development. Furthermore, they are considered to be more competent in designing classroom environments and having medium competence in the application and selection of stories. Expected, classroom teachers, in relation to teachers in the subject, estimate better understanding of concepts from developmental bibliotherapy and higher levels of competence for their application and higher levels of qualification during formal, informal and informal education. The results indicate the need for further research into the use of developmental bibliotherapy and the development of teacher education in the implementation of developmental bibliotherapy in inclusive classes.