An evaluation study (in further text ES) Novak, B. (et al., 2002): "Significance of introducing new learning, thinking and teaching styles in schools with a view of easing the mind of pupils in nine-year primary schools" looked into the question of quality teaching and learning. The purpose of the ES was to gather differentiated views on overtaxed pupils against the background of prevailing opinion that the Slovene school is effect-oriented and overtaxing. This ES investigated whether teachers by using various styles in practice make it any easier for their pupils to achieve the objectives of their subject. Our research instruments included observation of classes of the three eight-year and three nine-year primary schools, questionnaires for teachers and interviews with teachers and headmasters. A small sample of nine-year schools was split into an experimental and a control group. In the first group there were nine-year primary school whereas the latter comprised of the eight-year schools. The starting point of the ES was the position that quality teaching would gain grounds if it contains characteristics of the transformation paradigm as opposed to traditional transmissive paradigm. The main hypothesis was that teachers through the use of transformative teaching style have most impact on transformative, personally significant, experience learning since the teachers thus encourage pupils to cooperate with each other when looking for new data and their representation.The research of quality teaching and learning was continued in 2002 - 2004 in terms of interpretation of the empirical results. There was investigated also teachers' motivation to achieve new objectives of the transformative school paradigm. Factors influencing teachers' motivation were identified as being intrinsic, extrinsic and interactive. Teachers' motivation was defined in terms of extrinsic motivation as an encouragement, in terms of intrinsic motivation as new personal tendencies and in terms of interactive motivation as team cooperation between teachers and between teachers and pupils. Most teachers have not been educated and trained in terms of complex professionalism, i.e. how to acquire a complex body of knowledge, grow personally, understand globalisational trends, actively participate in the environment. In future teachers will undoubtedly have to be educated and trained how to achieve the complex objectives of the quality school. To some extent teachers' education does not follow the trend of school development in Europe nor does it follow the objectives of curricular reform 1999. Factors positively influencing teacher education include first of all their self-motivation and than also flexible organisation of school work (in contrast with the rigid timetable system), help of colleagues, co- operation in a team of teachers teaching at the same level, understanding school management, possibility of extended periods of study leave, susceptibility to didactic alternatives and innovations. After curricular reform the Slovene schools have reached various levels of quality teaching. Some schools are still deeply rooted in the transmissive model, others have started to introduce the transformational one whereas some have already set the example by having the transformational model fully operational. Teachers have more tasks to do and roles to play. Consequently, pupils are still overloaded because non-reflective reproductive learning still prevails. Nevertheless, TIMSS research results 2003 indicate that considering the global trends Slovene pupils will have to learn mathematics and science more creatively and gladly.