The past pandemic provoked completely new educational approaches and forced all teachers in the Republic of Croatia to embark on a completely new way of teaching and evaluating students. This paper will highlight the specifics of Croatian language teaching during distance learning in the spring of 2020; from 16 March 2020 until the end of the school year. A questionnaire on distance learning of the Croatian language was conducted (n = 170). A qualitative analysis of the responses and a descriptive analysis of attitudes were performed, and a one-way analysis of ANOVA variance was used for correlations. The ways in which teachers conducted teaching and the methods used to evaluate the achievement of educational outcomes are presented. Furthermore, the teachers expressed their views on whether the students completed learning tasks independently and whether they had contact and good communication with the students and parents. The position on the realization of educational outcomes during online teaching was compared with the similar position during direct teaching in school. The results showed that the teachers were less satisfied with the results achieved during emergency remote teaching, and they were dissatisfied with the level of cooperation with parents and the students’ level of independence.