Slovenian language in the educational process appears in many roles: first or second language, language of instructions and taught subject. Due to its important role in elementary school and observations that its correct use is increasingly scarce, I have decided to explore the causes using the questionnaire among the elementary school teachers. I distributed questionnaires to two hundred university graduate primary school teachers, presented the data in a bar chart and converted them into percentages. I came to the conclusion that the teachers observed the increasing use of incorrect Slovenian language, with their own inconsistencies as the cause. I found out that the respondents do not differ formal and colloquial language and that they teach hour of Slovene in colloquialism. They think that the early teaching of Slovene is important and they agree that the correct and consistent use of Slovenian language in the educational process enables pupils to develop linguistic abilities. The majority of respondents do not implement the, so-called, minute for language during class, but they often correct the improper use of formal language and they also explain their corrections to their pupils. Most of the respondents would also attend additional training and advance their knowledge of Slovenian language, although most of them do not recognize that they need to, but correct speech patterns to our pupils can be passed on only with appropriate language skills.