The theme of this Bachelor’s thesis is “Educators attitudes and observations about children with autism”. The thesis itself is consisted of two parts. The first part is based on theory concepts significantin correctional and educating approach in working with children that have autism. The second part is based on the educators research with the goal to gain insight in their observations and attitudes about the possibility of including the autistic children in regular preschool institutes. Two hypothesis are conducted in the research that are based on the assumptions that educators differ in observations and attitudes about including autistic children in regular preschool institutions considering (1) having previous personal experience working with autistic children and (2) their personal working experience length. The research has been conducted in preschool institutes in the towns of Pula and Poreĉ. The research included 50 participants, which were different based on their experience working with autistic children (S1/S2) and considering them having over 15 years of working experience (S3/S4). Processing the obtained results quality analysis was used presenting the answers in graphs. The results given considering the first hypothesis show that there is a difference in educators attitudes on certain questions. During the analyzing the responses, it is evident that the group with previous personal experience working with autistic children gives more realistic answers, and access directly to the problem and rely on their experience. Opposite to them, group without experience gives theoretical answers, they don´t rely on a certain intuition, but all their trust is based on theory. Although the answers of both groups sometimes coincide and that experience makes the difference, because the experience decreases the fear of educators and they do not work with certain prejudices against autistic children. Therefore it can be concluded that there is still a very big difference between theory and practice. The given results considering the second hypothes is show that variety of participants attitudes are not so noticeable as with the previous hypothesis. Both groups of participants have different attitudes at specific items, but their opinions are mostly coincidental. The biggest support should be the parents that will constantly participate and cooperate with the work, but the help of the whole expert team is also important, and the independent education also helps that the work with autistic children in preschool institutes gets better. After elaborate responses, the conclusion is based on that general experience is not important and does not differ as answers based on experience working with autistic children. However, regardless of the existence of the results and experience, the most important factor is education. Educators should focus on education, in order to better prepare and improve in their future work.