Description: This paper is a continuation or development of a paper presented at the Nordic Educational Research Association Conference in Örebro, March, 2006. In the previous paper the question asked was: How has school contributed to students' life? The current paper focuses on learning outcomes in school. Programme for International Student Assessment (PISA) assessed "how far students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in society" (http://www.pisa.oecd.org). Among the OECD countries Norway was ranked average, but on basis of the resources spent on education and being one of the riches countries in the world, the Norwegian Government was not at all satisfied with the results and something had to be done to improve learning outcomes. Furthermore, other assessment like Trends in International Mathematics and Science Study (TIMSS) and national tests confirmed the status. The poor results lead to an evaluation of the Norwegian school system and researchers trying to find out what had gone wrong. This study supplements this information by asking students open ended questions about their learning outcomes at school and what makes them learn and what do not? Most research in this area is mainly based on input from students in the first 10 year of their education, and the research methodology is mainly quantitative. This study is a supplement to other inquiries. I wanted to find out what students thought about learning outcomes in their last and 13th year when they where about to leave school and could look backwards at all their years in school. I asked successful students in the school system by choosing academically oriented classes and students who did not leave school before graduation and who had the most highly qualified teachers. Methodology: The data was collected in 4 classes with 88 students in their last year of upper secondary school, and the questionnaire was administrated in class. The questions asked where as follows: · Can you describe good learning situations at school? Why did you learn in these situations?· And opposite - situations that were not good, and if so, what was the reason?· In which way in your opinion, has school contributed in educating you?The students were asked to answer in a serious and honest way and therefore I asked some teachers I know as competent and with good relations with their classes to administer the questionnaire. The students' answers were typed and analysed by the software Nvivo. In the analysis I first collected all the answers at the same question. Then I classified the answers within each question in categories that came up in the material. Conclusions: The students agreed that it was neither the subject, nor themselves nor the method that explained bad learning results, but the teaching. They tell about nagging teachers with a teacher focused teaching which does not take the students' point of view into account. They tell about an education where they are told to sit still and be quiet. On the other hand they tell about teachers who manage to engage students by their way of being and they tell about lessons where the students are allowed to be active themselves in different ways. In this presentation I will present and discuss the results from the study. Do these students point at anything that can explain Norway's poor results in international tests currently? One thing is that it seems that students' overall attitude blames others for their lack of learning. In Norway education is something you get, not something you have to fight for. May be this attitude is one of the problems in Norwegian school system.