Although there is a fair amount of knowledge on the issue of promoting student-directed learning, research indicates that teachers are not always able to put that knowledge into practice. Therefore, new educational practices related to student-directed learning should be introduced in teacher education. This makes it possible to break the didactic circle of traditionally trained teachers, who take the traditional approach to teaching. This article compares the outcomes of 10 + 9 case studies on student-directed learning, carried out in two different types of secondary education, with the outcomes of 10 case studies on teacher education in respect of four indicators for student-directed learning. It explores whether teacher educators take the lead with respect to the promotion of student-directed learning. As the findings show, this is not the case. We found a lack of attention to personal interest-oriented learning among student teachers, a lack of competence in using various methods of reflection and a lack of competence in discussing pedagogical choices with student teachers. The conclusion is that student-directed learning should be supported, in both teaching and teacher education, by devoting more attention to the professional development of teacher educators, especially with respect to these three aspects.