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This particular study aims to investigate the mindset and the attitude of elementary school teachers on specific issues related to their continuous education. Concerning the theoretical aspect of the study, the extensive bibliography was studied and produced results concerning concept clarification, European and ethnic policies about teachers’ education, the detection of educational needs and the modern conditions, which in turn enhance the need of continuous education. The sample consists of 226 teachers from elementary schools in Thessaloniki, who teached during the academic year 2017-2018. This study was based on the quantitative research model for collecting and analyzing data and as a tool for collection the questionnaire was used as the primary method. The collection of data took place from 1 April 2018 until 30 April 2018 and for the statistical analysis the software SPSS (Superior Performance Software System) 20.0 for Windows was used. It was initially found that teachers believe that the education programs they have attended so far have contributed less than moderately to both the improvement of the individual dimensions of the educational project and to their professional and personal development. In addition, the results have shown that teachers need training to focus on many topics, especially those related to their didactic and psycho-pedagogical roles. Also, it was found that the majority of the teachers that were questioned considers that the title of the educational program must play an important role in their rise through the hierarchy. Finally, it was shown that regardless the place where the educational program takes place, the teachers asked had no problem if the program took place during school hours or not and they had no problem with the program if its duration was somewhere between some days to six months