Research on learning-to-learn and some proposals made concerning its teaching are reviewed. Focus is on what needs to be achieved to show that learning-to-learn has occurred. Actual achievement is part of the answer, but the measurement of learning ability must occur independently of the assessment of prior knowledge. Intellectual capacities and situational and motivational factors have a bearing on learning-to-learn, but most research has focused on learning strategies. Differing methods proposed for the teaching of learning strategies are reviewed. Special curricula for learning-to-learn cannot generally be recommended, but may be useful for certain learners. It is usually considered necessary to instruct students to regulate and control their own learning processes in order to reach autodidactic learning. Only recently has the question of learning-to-learn begun to receive research attention. A 10-page list of references and two flowcharts are presented. (SLD)