Description: This paper is based on the evaluation study "Evaluation of the upper secondary education from the perspectives of the extensiveness of the curriculum, inclusion of the cross-curriculum knowledge, and representativeness of the curriculum goals" conducted at Educational Research Institute in 2005-2006 by Dr. Milena Ivanuš-Grmek (principle investigator), Dr. Bogomir Novak, Dr. Darja Kobal Grum, Tina Rutar, Marija Javornik Krecic and Tina Vršnik. The theoretical framework is didactical and educationally transactional with the emphasis laid on the need to develop interactive communication between teachers and pupils with a view to making the subjects less burdensome. We compare the current level of changes at the Slovenian upper secondary schools with the ones in similar Austrian, Swedish and Irish schools (for more see the report Ivanuš Grmek, M., et. al, 2005) in terms of introducing European classes, interdisciplinary links and the aim to offer efficient and quality knowledge.The Slovenian upper secondary school is striving to shape a new identity for itself as it is a step between the nine-year primary school introduced by the 1999 curriculum reform and the university joining the Bologna process only now. It is defined as the most demanding school at the general secondary education level. The paper (Novak, 2005) argues that syllabi based on the curricular reform are incoherent, namely that not all the objectives at all subject areas and at all taxonomic levels (from the lowest to the highest) are given equal importance. From the educational anthropology point of view we will offer answers as to which parts of human personality various types of (upper) secondary schools develop, considering in particular the general shift in paradigm from teaching to learning. Methodology: The method used in the paper is qualitative and quantitative. First we describe the main characteristics and objectives of the Slovenian upper secondary schools. The comparative analysis of the quality points of the Slovenian schools with the ones in Ireland, Austria and Sweden will show that all of them are updating their teaching model by giving a more active role to pupils. The basic hypothesis will be verified by an analysis of the expert references and an interpretation of the teachers' and pupils' answers given in our questionnaire. Conclusions: The current observations of teaching in Slovene upper secondary school indicate that teachers mainly evaluate the lower level of knowledge, i.e. knowing the facts, according to the Bloom or Marzan classification, rather than higher levels.An overview of the EURYDICE information source (2005) makes it clear that there are differences in the name, structure and duration of upper secondary schools. Nevertheless, these schools aspire to the same objectives and European tendencies. Most schools of this type offer a set of practical knowledge and skills that would be useful to pupils in their career and not only in further education. Different types of upper secondary schools develop different competencies, such as technical, linguistic and communicational and contemplative. The classical and catholic upper secondary schools focus more than others on the spiritual side of the human being, shared ethics, the humanities and development of personality. They emphasise more the classical languages (Greek and Latin) and culture.