Unlike traditional schools, today's educational institutions put emphasis on the holistic development of the student. This is, among other things, achieved through the counselling work of a professional associate pedagogue through which solutions to the problems of students or other subjects of counselling are found. In that way, the pedagogue motivates, supports and helps to develop skills in order to realize the full potential of the counselled person. With the goal of determining the manner of conducting the counselling work of pedagogues in primary and secondary schools, a qualitative research was carried out by conducting a semi-structured interview with eleven pedagogues in the city of Split and the surrounding area. The obtained research results are described and interpreted, and include information based on five research questions related to: defining counselling work and necessary competencies, characteristics of quality pedagogical dialogue, organization and preparation of pedagogues for pedagogical counselling, conducting pedagogical counselling and methods used, and also challenges and pedagogues' recommendations in counselling work. The results of the research show that pedagogues are unsure in defining pedagogical counselling, but also in its conduction, for which they believe they are not sufficiently trained. Also, emphasis was placed on the personal competencies of pedagogues versus professional ones, and they are very important especially because most of the counselling work of pedagogues is unplanned. In the counselling dialogue, according to the surveyed pedagogues, it is necessary to take into account a number of elements concerning the very manner of communication, and in such actions, it is most difficult to maintain professionalism and refrain from inappropriate emotional reactions.