This graduate thesis examines the attitudes, assessments and thoughts of students about kitsch. The thesis consists of four parts. The first part discusses art and taste in general. The second part discusses the concept of "kitsch" and the areas of art that kitsch covers. The third part presents examples of kitsch in the teaching of art culture and suggestions on how to avoid kitsch. The fourth part presents research aimed at determining the basic level of student knowledge about kitsch and determining whether students' attitudes and assessments differ with regard to age, study group and their practice of visiting museums and galleries. Three-hundred and twenty students of the Faculty of Humanities and Social Sciences in Croatia participated in the research. The study included students of Teacher Education, Pre-school Education, Pedagogy, History, Art History, Philosophy and other study groups. By analyzing the collected data on students' information and knowledge about kitsch, and their interests and attitudes towards the topic, we notice that students have a moderate level of knowledge about what kitsch is. The initial assumptions, that students who visit art galleries and museums more often are better acquainted with the term kitsch, have been confirmed. There is also a difference in knowledge between younger and older students, where a higher level of knowledge is shown by older students. The lowest level of interest and the least positive attitudes are expressed by pedagogy students, while the students with the highest level of interest and information were those who occasionally visit art museums and galleries.