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Lifelong learning has re-emerged as a concept of considerable interest on account of the prospect of continuing technological, economic and social change. Effective lifelong learning is dependent upon the possession and quality of learning-to-learn skills and knowledge. These essential aspects of lifelong learning have been largely neglected in the enthusiastic discussion of lifelong learning occurring both in Australia and overseas. In this paper some of the assumptions underlying present thinking about lifelong learning and post-compulsory education are challenged by drawing upon some recent research findings. It is argued that the role of the schools, especially secondary school, is critical in the development of learning-to-learn skills but that teachers, trainers and mentors in both formal and informal post-compulsory education must be able to build upon previous skills and knowledge of effective learning strategies. Achievement of the potential of lifelong learning will be dependent upon the formulation of effective policies embracing these issues.