Necessity for a change of approach in the educational process is inevitable because of the influence of science and technology, just as the restructuration of that same process. As one of the results of global changes that have reached the educational process are also projects and project work. One of the consequences of that change is that schools witness the development of the “project cultures”, which has become an indispensable part of school culture today, even though the existence of that kind of construct in the context of education in national context was not present until recently. For the reasons written above, the goal of this work is to determine which assumptions contribute to efficacy of schools in management and realization of projects. The results of research show that the several assumptions contribute to efficacy of schools in management and realization of projects: (1) compliance of school activities with the mission and vision of an institution, (2) quality planning of project work, (3) personnel qualified to work on projects, and (4) competent school principals and expert associate pedagogues as key actors for leading and managing the projects on the school level. The research has also confirmed that professional training of personnel can significantly contribute to the further development of project culture in schools. The strongest recommendation, that came out of theoretical and empirical researches, is the encouragement of academic research of development of the project culture in schools, which was shown as insufficiently developed and, at the same time, insufficiently explored area that, in the future of the growth of educational institutions, will surely have greater significance.