The qualification of teachers is one of the most important quality factors. In Lithuania, teachers having appropriate education, always raise their qualification, which is evaluated according to the qualifying categories: teachers, superordinate teachers, teachers supervisors, and teachers experts. A higher category gives a certain salary increase. The system of teacher appraisal is aimed at maintaining the quality of teaching throughout the working career of the teachers. In order to confirm their qualifications or to get the higher qualification category, teachers have to undergo a process of appraisal, which consists of taking courses, lesson observations, home tasks etc. The new system of appraisal was introduced in the early 1990's; a rather similar system existed before the fall of the communist regime. System of teacher and headteacher appraisal were seriously influenced by the 1999 Lithuanian economic crisis. Local governments stopped paying extras for higher qualification categories of teachers and school principal. In 2000 experts of OECD (Organization for Economic Co-operation and Development) evaluated education system of Lithuania. They indicated teacher training and teachers qualification as one of the main shortcomings of education reform. Of late years the system of teachers' qualification gets more decentralized and liberal. There are new institutions that are involved in the qualification development process. But the licensing of these institutions and programs does answer the question about what are the teachers' attitudes about qualification and what is the qualification of offered services. According to the survey "Supplying teachers' qualification development requirements" (contracting authority is the Ministry of Education and Science of the Republic of Lithuania) the representatives of services giving institutions define that the education system in Lithuania becomes more upgrade. Positive aspects are: decentralization of teachers' qualification system, sponsorship according to student's basket, big supply of qualification programs, system's capability to react on teachers' needs and possibilities, development of teaching programs evaluation methodology, bigger sponsorship of the qualification development system etc. According to experts, provincial teachers' needs to develop qualification are bigger than urban. The results of qualitative survey show that the biggest percent of teachers develop their qualification 5-10 days a year. Concerning the content of qualification development events, the best place according to teachers is given to events that develop skills of the discipline, to events that are intended to develop teaching skills, introducing to new teaching methods, managing of teaching process and also evaluation of pupils' achievements. Less attention was paid to events intended to pedagogical or psychological skills development and students' social skills training. The survey was performed at 2004, interviewing 10 experts from qualification development institutions and questioning 442 teachers of different Lithuanian schools.