This paper is about a research focusing on recent problems of Hungarian teachers. The aim of the study is to reveal the real troubles of Hungarian pedagogues, on the basis of their answers to a questionnaire, the nature of these problems and how they affect the role of the teacher. Supposedly, the nucleus of the problems of the teachers is connected with existence, skills and material or professional uncertainty. The study based on the related professional literature and its main statements. The conclusions could be applied mostly to the intellectual and existential preparation of would-be teachers. The aim of the research is to reveal the real problems of the high school teachers after the turn of the century, what these problems are, how stressful they are and how they impact the changing teacher role as, "Teachers are central to any consideration of schools, and majority of education policy discussions focus directly or indirectly on the role of teachers" (Hanushek & Rivkin, 2006). Ever since the pedagogical researches had started many monitors, surveys and reports have there appeared about the actual matters, issues and problems of the teachers. However, these previous examinations were structured or set up on the base of assumptions of researchers. The possible problem-framing was quite hypothetical and suggested the presuppositions of the inventors of questions, not that of the involved teachers. The methodological mean of the research was the questionnaire. The research has supposed that problems that are in the forefront of teacher thinking include skills, lack of conformity to practical demands, and material and financial uncertainness. We have focused the survey on finding the problematic activities that are primary for the educators. The results could be applied mainly in the field of the teacher training, especially in the mental and existential preparation of the would-be-teachers. It has also an actuality, since the teacher training stands before a changeover from the traditional structure to the two-level structure (transition between the former traditional and the BA and MA levels of higher education), so these remarks can also add somewhat to the reform program and--at the collective level--to the identification of issues important to the community of teachers, would-be-teachers and both in-service teachers and educators. (Contains 7 figures.)