The idea of teachers as researchers emerges from the belief that teachers are a key factor in the development of school work practice and that teacher professional development should be based on the concept of reflective practice. Teachers are given valuable opportunities for learning and development through involvement in various research activities into school practice. The aim of the empirical research presented in this paper is to examine frequency, reasons and satisfaction of teachers engaged in school practice research. A specific task of the research activity was meant to determine if there were differences between classroom teachers and subject teachers in relation to the selected questions. The research was conducted in four primary schools on the basis of a sample of 129 teachers. The instrument which represents a combination of survey questions and a descriptive rating scale was used for data collection. The research results indicate that the teachers on average state that they rarely engage in research and that they rate their satisfaction of the experienced engagement in research with an average grade of M=3.33 (on a scale of 1 to 5). Statistically significant differences were registered between the classroom teachers and the subject teachers regarding the frequency of their engagement in research conducted by students, as well as regarding the assistance in solving problems encountered at work as a reason for their engagement in research. The possible direction for further research in this area is provided based on the analysis of the results.