Since the mid 20th century, there has been a tendency towards viewing learning as a lifelong process due to globalization. In the lifelong learning framework, key competences have been identified, which should prepare an individual to independently acquire new skills and knowledge. One of these competences is the learning to learn competence, which is viewed through different factors which influence the learning process, and which refers to an individual's ability to organize their own time and essentially be their own teacher. In the empirical part of this paper, several secondary school teachers were interviewed in order to provide their own opinions and attitudes towards this competence. In the data analysis, one can notice many similarities, but also many differences in understanding learning and the learning to learn competence. In this case, however, it can be chiefly said that the general attitude is that the focus should be on the learner, their needs and the process of learning as opposed to the product of learning. While answering different questions during their interviews, secondary school teachers emphasize the importance of active and critical learner attitude, which indicate the trend of contemporary learning and teaching paradigm.