Practical education is a study activity at the Faculty of Education, which enables students to get to know a practical work, working environment and organization of work, and engage actively in particular working processes. It brings them knowledge and helps to evolve skills, which give additional value to their education as well as feeling of competence to carry out a certain vocation. However, in the existing practice and analyses is still present a need to redesign curricular contents. The central part of the diploma thesis is checking, how students of the third grade of the Faculty of Education estimate their practical education during the study period, which competences (knowledge, skills, abilities) they master in their opinion, and which of them are not enough evolved. On a basis of findings of professional theory was designed a questionnaire. The author was interested, how were fulfilled pre-study expectations of students of pre-school education with regard to practical education and what they would critically expose and propose to change. The author also tried to find out, whether students differ in perceiving progress in a field of their own competences due to impact of a formal (study) or informal (out-of-study) practical education. In a survey participated 59 students, among them 33 full-time students and 26 part-time students. It was discovered, that students in a process of creating competences placed great importance on practical education, but they differently assessed their capacity or competence to carry out a vocation. On average, part-time students felt more competent than full-time students, who have a little less experiences. However, a majority of students shared opinion, that they were only partly qualified for performing vocation. Consequently, participants in a survey proposed changes regarding study practice. They wished more personal initiative, learning from their own experiences and globally more comprehensive study practice. They meant, that they were short of competences for lesson planning, writing records and documents, co-operation with parents, performing curriculum for all age groups, use of various working methods, etc. For further development and improvement of a study program of pre-school education it is important to be aware of these proposals and take them into account, what should contribute to solving problems.