The study is devoted to the analysis of twins’ ideas about the factors, influencing on twins’ individuality in the process of school education. The study was carried out within the framework of a differential psychological approach. Object of analysis: phenomenological interviews with adult twins. The results show that teachers do not always take into account the specifics of the twin situation, do not set the task of differentiating twins from each other and do not take into account the preferences of the twins themselves.