In the same measure as developing psychopathology points out variety and course of the development of attachment in children as one of the key indicators of the child's mental health while growing up and later in life, so does positive psychology on secure attachment, based on many researches, it is legitimately classified as significant protective factors. Thereat, it is undoubtly that the relationship between a child's temperamet and types of attachment is quite interesting, since at the same time, the child's temperament can be viewed as one of the causes of a type of attachment which appeared, but also a consequence. Since an insufficiend number of researches analysed this relationship, in this research same relationship will be analysed but from two different perspectives: parents' and teachers'. Previous researches showed that there are significant differences in valuations of different behaviours and aspects of child's development from parents' and teacher's point of view, that said, it will be interesting to study the results of this research. Results of this research confirmed the set hypothesis about similar evaluations by parents and teachers connected to evaluations about the dimensions of child's attachment and temperament. Wanted child's behaviors are evaluated in a frame of all four attachments dimensions, which confirms the assumption that in the highest number of children, secure attachment is developed. Also, evaluations of three temperament dimensions don't differ significantly from evaluations done in previous researches about decreased emotionality and activity, and increased sociability in children. Correlation analysis resulted in significant correlations between child's dimensions of attachment and dimensions of temperament, but they do differ in relation between parents' and teachers' evaluation. In other words, within the teachers' evaluations, stronger mutual connection between certain attachment behaviors was established. Based on parents' evaluations, a much increased child's emotionality and activity was established, in situations of great disturbance and dependence on a familiar person, and in the context of a minor injury. However, correlations that are not established by a parent, are reffered to as a significantly higher clinginess and distress while separating, in children that are significantly more emotional and less active and sociable. This is an interesting combination in a frame of three dimensions of a child's temperament which were evaluated by teachers, that are notably related with difficulties in separation from a parent. End results show that the implication of a scaling instrument in educational practice is possible within future researchings of a difference in practice amongst kindergartens.