This study is the result of a needs analysis conducted for the development of a training program aimed at enhancing teachers' learning-to-learn awareness. Considering the impossibility of keeping up with the ever-growing body of knowledge, the focus has shifted from directly transmitting information to individuals toward enabling them to learn how to access the necessary information through appropriate means. Learning to learn, as one of the key competencies of the 21st century, is a critical indicator for fostering effective lifelong learners and teachers with positive attitudes toward professional development. This study aims to identify teachers’ needs concerning learning to learn. A multi-phased mixed-methods research model combining quantitative and qualitative methods was used in this study. Two instruments were employed for collecting quantitative data. The first was “Teacher Perceptions on Learning-to-Learn Competence Survey”, designed to measure teachers' perceived competencies in learning to learn. The second was “Attitude Towards Professional Development Scale”, which assessed teachers’ attitudes toward professional growth. Both tools were validated for reliability and validity. For qualitative data, “Learning-to-Learn Awareness Development Program Interview Form”, developed and validated by the first researcher, was utilized. The quantitative sample of this study consisted of 350 teachers working in schools affiliated with the Ministry of National Education in Kayseri, selected through a simple random sampling method. The qualitative sample included English, Turkish, Music, Classroom, Science, and Mathematics teachers, selected using the maximum variation sampling method. Descriptive statistics were calculated to explore the relationship between teachers’ learning-to-learn competencies and their attitudes toward professional development, followed by a simple regression analysis as a quantitative research method. For the analysis of qualitative data, content analysis and descriptive analysis techniques were employed using MAXQDA, a qualitative data analysis software. The needs analysis revealed a strong positive relationship between learning-to-learn competence and attitudes toward professional development. Additionally, content and descriptive analyses highlighted the conceptual schemas teachers associate with learning to learn. The findings indicate a significant need for an in-service training program to enhance teachers’ awareness and skills in learning to learn.

Keywords: Learning-to-learn awareness, professional development, training program, lifelong learning, MAXQDA