School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils.