Research teaching represents a significant segment of contemporary educational practice of teachers in nature education and society in elementary school. The aim of this research was to establish the practice of conducting research teaching and self-assessment of the competences of teachers in the teaching of nature and society in elementary schools. For survey purposes a questionnaire was constructed and the research was conducted in the area of Primorsko Goranska County, and by using an online google questionnaire. 49 teachers participaded in the research. The research results indicate that teachers in research teaching are most often performing once a month. Teachers are assessed in the middle to a greater extent by those competent for conducting research teaching of nature and society. There was a statistically significant correlation between the use of different forms of teaching and teacher self-assessment. The results indicated that there is a partial link between the use of different forms of teaching and self-assessment of the teacher's competence. Likewise, the results indicate that teachers evaluate more competently to more different forms of teaching, ie that teachers evaluate more competent to lesser particular forms of teaching. A statistically significant correlation was also established between self-assessment of teacher competences and the advantages of research teaching. The results indicate that teachers evaluate more effectively by assessing the benefits of research teaching nature and society. Between self-assessment of the teacher's competences and the lack of research teaching a statistically significant correlation was also established. The results indicated that teachers feel less competent to better assess the disadvantages of research teaching nature and society. Based on the results of the research, suggestions are made for enhancing the competences for carrying out research teaching of nature and society in the education of future teachers and in the practice of elementary schools.