The article deals with Czech educational terminology in one respect: How is this trermonology reflected in three new translational dictionaries, English-Czech (Mareš - Gavora, 1999), Czech-German and German- Czech (Poláková - Nelešovská, 2000), and German-English-Czech (Seebauer - Maňák, 1999). In comparing these dictionaries, a quantitative and qualitative procedure is used: 1. The coverage of the so-called key microthemes of educational science (e.g. curriculum, education, educational) by adequate terms in the given dictionaries is compared from a quantitative point of view. The microthemes parallel those defined by the European Educational Thesaurus (Czech version, 1993). Significant differences between dictionaries in the terminological coverage of micro-themes are proved. (2) From a qualitative perspective, the dictionaries are evaluated according to the extent of the contentual relevance of the terminology chosen, i.e. whether the dictionary contains educational terms that should be included (e.g. in comparison to German dictionaries of educational science). Again, significant differences between the dictionaries evaluated are revealed. At the end, recommendations are made suggesting above all that systematic and institutional based terminological work should be pursued in Czech educational science.