This study aims to gain insight into the teachers' reflections on the integration of children with disabilities, their perceived and encountered professional challenges and barriers. The study included 39 classroom and subject teachers from the Varazdin County. Interviews as research method were used for collecting data. The interviews were recorded, the materials were then transcribed, and qualitative data analysis was made. Teachers expressed general support for the integration process of students with disabilities into regular primary schools, but it is evident how differently they cope with professional challenges. They mostly considered integration as positive and good for students with disabilities and their peers. However, it is clear that their opinion on the integration depends on affect and type of difficulties students with disabilities do have and on number of students in the classes, which results in the inability of sanctification to students with disabilities in their work. The most significant barriers from teachers' perspective are: their willingness to work with students with special needs, motivations, attitudes and lack of education; cooperation with parents; acceptance from peers; type of disability; deficit of professional support staff; relations with teaching assistants; sensitization of society; physical obstacles and conditions in teaching process. By raising awareness about barriers that exist in the work of teachers, taking into account their perspective, clear guidelines to ensure quality support for teachers in their work, as well as for the entire process of including children with disabilities in regular schools are given.