The paper deals with the speaking methods in the Croatian language teaching. First part deals with methods and their classification at the theoretical level. The monologic and dialogic teaching methods are emphasized, focusing on the method of oral presentation as a monologic teaching method and the types of teaching conversations as the dialogic teaching methods. The purpose of this paper is to explore the representation of speaking methods in the Croatian language teaching. We approach to this issue from the points of teaching and learning, and the continuity of two factors – teachers and students. Regarding this, the representation of the teacher’s speaking methods are explored – the dominance of teaching and the teacher’s role (reduced learning) and the representation of the students' speaking methods – the dominance of learning and the student’s role (significant learning). The aim is to determine the incidence of the speaking methods in teaching and learning of the Croatian language and to examine the prevailance of either the teacher’s or the student’s speaking methods. The research results based on the recordings of 30 hours of teaching practice showed that in the Croatian language teaching the representation of the teacher’s speaking methods, especially dialogical methods, is prevailing.