In this master thesis, the classroom noise in Styrian elementary schools, the hearing abilities of elementary school teachers and their subjectively assessed perception of noise were investigated. As it was the goal of the study to broadly assess the predominant acoustic conditions and their impact on elementary school teachers, the sound pressure levels and reverberation times were measured in 16 elementary school classrooms. In addition, various hearing abilities were tested in 162 elementary school teachers and in a control group, consisting of 25 teachers from a Higher Technical Institute. Moreover, the Questionnaire for the Assessment of Subjective Perception of Noise for Teachers was presented. The results show that the measured A-weighted energy-equivalent continuous sound pressure level during class exceeded the recommended and prescriptive limits, but did not reach a level where auditory threats are to be expected. In more than half of the elementary school classrooms, the measured reverberation time exceeded the optimal reverberation time, as determined from the room volume. After factoring out differences in age, the elementary school teachers and the control group did not differ in absolute hearing thresholds. Furthermore, both groups did not differ in self-assessed noise sensitivity. Elementary school teachers scored significantly higher at the scales "self-assessed noise exposure" and "need for quietness". Significant positive correlations were found among the elementary school teachers between subjectively assessed noise exposure and the error rate in a dichotic listening test, as well as "need for quietness" and the error rate in high frequency speech comprehension. Some of the results are consistent with the findings of previous research and indicate that the acoustic conditions in class have a negative psychological effect on elementary school teachers. Moreover, possible negative influences on the vegetative system cannot be excluded.