The paper will present a case study that investigates the experience of student teachers who simultaneously experience the role of the learner, who requires self-direction, and the role of the teacher, who expands his tool kit so that his students will become self-directed learners. The case study is based on an experiment conducted with students studying for a master’s degree in teaching the sciences. The analysis shows a gap between the recognition of the importance of self-direction in learning and its expression with regard to them as learners and teachers. From the analysis it emerges that most of the participants did not perceive the process of cultivating self-direction in their students as part of their role. The course directed them to a different kind of encounter with their students, and in the process, they identified difficulty in their own self-direction in the learning process.