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This work aims to explore the issue of teacher training in the context of lifelong learning as the teacher is called upon to play a key role in learning by making use of all the means available to keep him up to date and to improve his work. The work consists of two parts, the first part is the theoretical, while the second part is the empirical one. The theoretical part consists of three chapters, where the first is concerned with the conceptual clarification of the concept of lifelong learning. Lifelong Learning is a wider umbrella term, which includes Lifelong Learning, Adult Education, Professional Development, Continuing Learning, etc. In the present work the concept of lifelong learning is linked to the training of teachers who must constantly be trained to be able to respond to their new, highly demanding role. Continuing teacher education contributes to the development of their pedagogical work because of their supply of new knowledge. Training programs for lifelong learning are therefore organized for this purpose. In addition, in the same chapter, you have referred to the international trends on the subject of training, in particular the role of UNESCO and the European Union. The second chapter deals with two models of training of trainers where in one the training is done in order to serve the needs of the educational system while in the other model the training is done in order to serve the personal educational needs of the teachers. On the basis of these two types of training, intermediate typologies are formulated, the main ones being based on the content of the training, the aim of the training, the duration (short or long duration, compulsory or optional etc.) and finally the place of the training (at school, out of school, etc.). The third chapter deals initially with the necessity of education and training of teachers; in the second subchapter of the same chapter is made a historical review for the education of teachers in Greece; in the third part of the chapter there is a bibliographic overview of the opinions and attitudes of the teachers about training programs have been carried out, while in the last part of this chapter an educational policy evaluation is carried out to date. After the theoretical background was formed, then the second part of our work followed an empirical survey of the subject under consideration. The theoretical part of this paper offered ideas that facilitated the formulation of the research questions, the case and the purpose of the research. In the empirical part of our work, a survey is conducted to look at the attitudes and attitudes of primary and secondary educators on their education and training needs. The survey was conducted through electronic questionnaires in which teachers were asked to answer questions that explored their degree of agreement on the various aspects of organizing and implementing their training programs. More specifically, these parameters concerned who should organize the training and training programs, the reasons for the participation of the trainers in the training programs, the factors that influence the teachers for the selection of training programs, eg. time of implementation, costs, venue etc., the thematic units that wish to be trained and finally the forms of training that teachers prefer.