In 1999, Slovenia gained its independence. Since then, Slovenia has undergone major changes in politics and economy, as well as in other areas, such as education. The changes in politics are reflected in parliamentary democracy, while changes in economy can be described as market driven economy. Estimations of Slovenia's economic competitiveness relate not only to its economy, but also to the field of values and beliefs. Gregorcic (1999) refers to Tos (1999) and Turnsek, Uhan, Gregorcic (1999) in describing changes of values and beliefs through the time. They found out that `economic development leads to certain changes in the system of generally accepted societal values and beliefs- which produce reverse effects, which again influence the changes in economical and political system of those societies' (p.21). Inglehart (1996) has defined materialistic and post materialistic value orientations. Slovenia has become more post materialistically oriented after 1995. In addition to national independence, the complex issues of globalization, internationalisation and interconnectedness (Featherstone, 1990; Smith, 1990; Appadurai, 1990; Apple, 1995) can also be related to educational systems. Dehli (1996) contends that although educational policies have a trans- national character, they do not issue from a single source. In the Slovenian context, there has been educational reform. In 1999, schools have started with a new system of compulsory nine years schooling. The focus of this paper is on the changes in basic compulsory schooling in Slovenia. These changes seemingly do not introduce market based compulsory basic education, because school catchment areas are still defined. However, there are some indicators that reveal the discrepancy between the parental right to choose a school and 'regulated choice'. The problem of choice, as a cover notion of marketization process in education will, therefore, be discussed.