Values are desirable notions according to which individuals choose their actions, assign value to people and events, and explain their actions and beliefs (Schwartz, 1999, according to Mrnjaus, 2008). It is important that school, a social institution of great importance for the development of society, reflects on values. The prevailing view today is that there is no value-neutral school, but no consensus on what values should be represented in educational work and in what way has yet been reached. The education system forms or blocks certain values through curriculum and hidden curriculum. The teachers play a key role here, since their personal values are important as they manage their behavior, choice of teaching methods, communication and educational work, and take part in the hidden curriculum. In order for the teachers to be able to encourage fundamental values in students, it is inevitable that they themselves possesses them and that they are reflected through their work. This master thesis aims to present previous findings about values, education for values, values of teachers and desirable values for students. The general goal of the research was to examine the attitudes of student teachers about values and the transfer of values to their students. Quantitative research was conducted via the survey method. The results showed that the student teachers surveyed value self-direction, universalism and benevolence the most (mostly loyalty, helpfulness and equality), and consider the same values desirable in their students. They show awareness of the complexity and responsibility of their role in transmitting values. They believe that these values will most often be transmitted by their own behavior (by setting an example) and the way they treat students, colleagues and other school employees. The hidden curriculum is reflected in teachers’ traits, values that are important to them, relationship that teachers have with their students and colleagues and through their behavior in the classroom (Veugelers and Vedder, 2003, according to Mlinarević, 2016). They believe that they will be using indirect approach very often, and direct approach often to inculcate values in their students, with emphasis on critical thinking and universal values.