Project-based learning and projects in teaching the subject Nature and Society are not entirely an innovation in education. Even though their roots go back to the 19th century, the popularity and application of project-based learning and projects have significantly increased in the last few decades. However, it is questionable whether this is indeed the case and how much have project-based learning and projects been truly implemented in Croatian schools. For this reason, a study was conducted with the aim of examining the educational practices of primary school teachers in the implementation of project-based learning and projects in teaching the subject Nature and Society. The study was carried out by using a qualitative method on a sample of six primary school teachers in two Croatian primary schools. The results of the study show that project-based learning and projects have not been sufficiently implemented in the practice of teachers, specifically in teaching the subject Nature and Society. The obtained results have also indicated that primary school teachers consider themselves competent in planning and preparing, and that they express positive attitudes towards the implementation of project-based learning and projects in teaching the subject Nature and Society.