Studies that have been conducted on the topic of self-esteem have shown that it contributes considerably to various important areas of life. However, research has proven that there is ontogenetic variation in self-esteem, and the factors that contribute to its development are not yet very clearly defined (Robins et.al. 2002, Orth & Robins, 2022). Furthermore, researchers suggest that greater consideration should be given to the development of self-esteem in the context of close relationships (Erol & Orth, 2014), in addition to the implementation of engagements aimed at improving self-esteem. These engagements are intended to bring considerable benefits, both to the individuals and to society (Orth & Robins, 2022). In this context, the present research study aims to examine the impact of personal development activities on the level of self-esteem development in primary school students. For the purpose of this goal, we base our arguments on the hypothesis that personal development activities do determine the improvement of the level of self-esteem in primary school students. The design of the study entails quantitative, quasi-experimental, pre-posttest research. The trial was carried out on 40 subjects distributed in two groups, experimental and control. As a methodological tool, we used the LAWSEQ questionnaire (Lawrence, 1981), which measures the general level of self-esteem. After analyzing the data, it was observed that the average level of self-esteem felt by the students in the experimental group was higher than that of the students in the control group, nevertheless, differences were not significant from a statistical point of view. In conclusion, the research hypothesis, according to which: Personal development activities determine the improvement of the level of self-esteem in primary school students, was not confirmed. Thus, it is necessary to reconfigure some of the personal development activities that were proposed, and the topic requires additional research.