Among the numerous competencies which contemporary teacher must possess, pedagogic competence is extremely important component for the quality of educational process. Pedagogical competent teacher should possess specia l education knowledge and skills, but also personality characteristics necessary to build relationships with students, parents, colleagues and all other participants of educational process. With the aim of exploring the pedagogical competence of teachers, the research on the pedagogical competence of teachers was conducted. The sample of 65 primary teachers at ten primary schools of Osijek - Baranja County in the Republic of Croatia, and 75 classroom teachers in fourteen nine-year primary schools in Bosnia and Herzegovina. This means that it has been surveyed a total of 140 teachers of primary education in 24 primary schools.The study has shown that most of surveyed teachers gained their pedagogical competences in college and school, and the least in infor mal trainings. Also, teachers are pedagogically competent in all areas of pedagogical activity, and the most competent are in areas of determining student achievement in school, in the area of designing classroom atmosphere, and the least in the areas of construction of the curriculum (school curriculum, teaching curriculum and school subsystems). It was also shown that teachers who have studied or work in the Republic of Croatia do not feel pedagogically more competent in all areas of pedagogical activity in relation to the teachers who have completed primary education or work in Bosnia and Herzegovina. There is no difference in satisfaction of information about education considering whether university education was completed in Croatia or Bosnia and Herzegovina. Also, the difference in the perception of competence does not exist among teachers in urban and rural as well as teachers with more or less years of service.