Despite the understandings that constructivist and multimedia didactics, as well as curricular theory and multiple intelligences theory, have been providing for years, what happens in the classroom and in the teaching process is still mostly teacher-centred. The didactic and methodological scenarios that prevail in our classes are more suitable to times long ago than to students belonging to the net-generation. The aim of this study is to examine the assessments of changes that happen in school and in classes (or those that could happen) under the influence of new didactic understandings and digital education technology. A specifically constructed questionnaire was used on a sample of primary education teachers (N = 213), which is representative of Central Croatia, since the data were collected through individual surveys in schools located in the City of Zagreb and in eight counties. The data were collected by fourth-year students of teacher education studies from Zagreb, Petrinja, and Cakovec at the beginning of 2015. The questionnaire contained 25 statements that the respondents had to assess on a Likert-type scale. The results show that teachers consider that curricular changes are needed and that classes still lack a pedagogy of success for all. However, less criticism is directed towards the present (inadequate) teaching environment.