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V magistrskem delu so bili obravnavani poznavanje, raba in razumevanje pregovorov med srednješolci in srednješolkami različnih izobraževalnih programov (gimnazija, zdravstvena nega, strojništvo, predšolska vzgoja) ter v različnih regijah (na Gorenjskem in Štajerskem). Zanimalo me je, ali glede na smer izobraževanja in regijo, v kateri se izobražujejo, med njimi prihaja do razlik. V teoretičnem delu sta bila predstavljena paremiologija in njen razvoj, v empiričnem delu pa so bili najprej pregledani temeljni dokumenti za pouk slovenščine, tj. učni načrt za gimnazije oziroma katalogi znanja za programe zdravstvena nega, strojništvo in predšolska vzgoja. Raziskano je bilo, na katerih mestih učnega načrta oziroma kataloga znanja se pojavi obravnava pregovorov, na primeru učbeniških kompletov Na pragu besedila 1–4 in Branj 1–4 pa tudi, ali so naloge in vprašanja vezana tudi na pregovore ter ali so ti uporabljeni npr. kot naslovi poglavij oziroma učnih sklopov. S pomočjo anketnega vprašalnika je bilo preverjeno, kako dijaki in dijakinje izbranih šol spoznavajo pregovore, kakšno je njihovo poznavanje pregovorov iz t. i. paremiološkega optimuma in katere pregovore uporabljajo. Rezultati so pokazali, da so imeli anketiranci in anketiranke težave pri opredeljevanju izraza pregovor, da pogosto niso ločevali pregovorov od drugih paremioloških enot, zlasti rekov in frazemov, da so imeli težave tudi pri prepoznavanju konkretnega pregovora v sobesedilu in pojasnjevanju njegovega pomena. Kljub temu pa je opazno, da med srednješolci in srednješolkami prevladuje pozitiven odnos do pregovorov. Pri poznavanju, rabi in razumevanju pregovorov ni bilo opaženih bistvenih razlik glede na smer izobraževanja in regijo. This master’s thesis deals with the recognition, use, and comprehension of proverbs among high school students enrolled in various programmes (general upper secondary school, nursing, mechanical engineering, pre-school education), and in various regions of Slovenia (Upper Carniola and Styria). The objective was to determine whether there are any differences based on the study programme and the geographical region of study. The theoretical part presents the field of paremiology and its development, while the empirical part starts with a review of the basic documents for the study of Slovenian, i.e. the curriculum for general upper secondary schools and the catalogue of knowledge standards for the nursing, mechanical engineering and pre-school education programmes. I checked the sections of the curriculum and the catalogue of knowledge standards that focus on proverbs. Further, the textbook sets Na pragu besedila 1–4 and Branja 1–4 were checked and looked at whether there are any tasks and questions related to proverbs, and whether any proverbs are used, for instance, in titles of chapters or topics of study. A questionnaire was used to investigate how students at the selected schools learn about proverbs, the extent of their familiarity with proverbs in the paremiological optimum, and which proverbs they use. The results showed that the respondents struggled with defining the term proverb, were often unable to distinguish between proverbs and other paremiological units, particularly sayings and set phrases, and struggled with identifying proverbs in a text, and defining their meaning. Nevertheless, it is evident that high school students have a predominantly positive attitude towards proverbs. No significant differences, based on the study programme and the geographical region of study, were found in the recognition, use, and comprehension of proverbs.