Obstacles in Learning's Differentiation and Individualization on Primary School

The purpose of this paper is to identify the main sources - obstacle that primary school teachers are faces in achieving the differentiation and individualization professional tasks: teaching and evaluation. The group of investigated participants: 60 teachers reported (in the analysis) to three indicators: age, professional grade, professional seniority. The work is regulated by the following coordinates major circumscribe teachers’ opinions: differentiation and individualization are hampered/obstructed by factors such: curricular elements related to their professional philosophy, the elements of the pedagogical training level, interactional nature elements.