Description: Human actor must be put at the heart of a continuing process of knowledge acquisition and communication (UNESCO, 2005). A special role is played by the teacher who is able to influence, to a large extent, the selection of the guiding paradigm (focussed on teaching or learning) in the process of teaching; moreover, the teacher functions as a role-model. Researchers give more attention to secondary school teachers, whereas the issue of university teachers as learners has been addressed by fewer authors. What is more, the issue is addressed with reference to some aspects only, a single aspect taken in each case. For instance, Duobiniene and Tautkeviciene (2002) have analysed teacher's learning environments, Christopher (2003) and Tautkeviciene (2004) - the teacher's activity with reference to the library, Bowden&Ramsden (1998) - the teacher's learning through research, Lipinskiene (2002) - the teacher's learning through teacher-student interaction. However, attempts to address the potential of the teacher as a versatile learner require a systemic approach to teacher's activity, which implies highlighting the potential of learning in action. Thus the research question is defined as follows: what is a profile of the university teacher as a learner which considers all the constituent parts of teacher's activity? The purpose of the presentation is to provide rationale for the profile of the university teacher as a learner, which comprises all the activities determined by the formal requirements for the university teacher position. The state of the art lies in identification of the profile of the university teacher as a learner. I will address the following objectives: 1) to highlight the fields of activity relevant for the position of the university teacher; 2) to identify those components of the activity which are favourable for teacher's role as a learner 3) to provide rationale for the major constituent parts of teacher's competence (profile), which make university teachers role-model learners, able to draw on all existing potential in their activity; 4) drawing on the results of research carried out with reference to Lithuanian teachers, to raise the following question for the audience: is this kind of situation relevant only for Lithuania as a country which has just joined the countries seeking for the qualities of the knowledge society, or also for other countries? The value of the presentation lies not only in presenting the new knowledge (profile of the university teacher as a learner) but also in the attempt to initiate a discussion on the basis of research carried out in Lithuania. The conceptual framework of the paper is based on the approach to teacher's activity as performance of roles (Spencer& Spencer, 1993), which involves several fields of activity and relevant competences. These fields of activity are analysed as having a potential for learning. At this point, reference is made to the constructivist approach to learning, focusing both on its sociocultural (Vygotsky, 1978; Brown et al., 1989; Lave&Wenger, 1991; Marton& Ramsden, 1998) and constructivist (Novak, 1998; De Corte, 2001) aspects. Teachers learn in social interaction by actively organising their knowledge and skills on the basis of already existing knowledge and experience. This is important not only for studies and research, but also in knowledge dissemination in the society and at university. Learning through research is analysed with reference to the features identified by Bowden& Marton (1998). Methodology: The methodology is based on the theoretical modelling of teacher's activity and competence (method - literature analysis) as well as discussion on the manifestation of different components in the profile of the teacher as learner, drawing on the meta-analysis of research carried out by the presenter and her doctoral students. Conclusions: The profile of the teacher as a learner will be described with reference to teacher's performance in the study process, research, knowledge dissemination and function as member of the faculty/organisation. The presentation of research carried out in Lithuania will highlight the limitations in manifestation of teacher's profile and possible causes of these limitations.