Culture of an educational institution is a phenomenon which is in the contemporary literature defined in different ways. Accordingly, in this paper we are trying to reveal and explain the complexity of its conceptual determination, taking into account various factors that are intertwined with the culture and have influence on it, as well as the importance of continuous reflection, research and improvement of educational practice that affects the change in culture of an educational institution. The empirical part of the paper is focused on analyzing the relationship between structural dimension of culture of an educational institution and educational paradigms of kindergarten teachers, as well as analyzing the connection between perception of teachers about their profession with a focus on continuous learning and exploring their own practices as one of the dimension of culture of kindergarten. The study was conducted on total sample of N = 238 educators from Rijeka and Zagreb. The results show that the contemporary attitudes of educators on various aspects of the educational process are related to contemporary approach to the organization of the structural dimensions of the context, and that traditional attitudes of educators on various aspects of the educational process are associated with traditional approaches to the organization of the structural dimensions of the context of the institution. Moreover, the results show that contemporary attitudes of teachers about their profession and professional development is associated with contemporary approach to professional development as one of the dimensions of culture of kindergarten.