School years are part of a journey that continues throughout life. They are, however, a very significant step in the journey, being a time when foundations for future learning are laid. Need for an orientation to lifelong learning arises from the present information age, where knowledge changes so rapidly that technical knowledge learnt one year may be obsolete the next; where, arguably, it is more important to possess the ability and resource skills to learn rather than to possess specific technical knowledge at any given point in time. More important than possession of facts and ability to follow set patterns is to know how to learn, and to have characteristics such as curiosity, self- confidence and ability to make links from one area to another. This chapter reviews characteristics of school pedagogy that are oriented to lifelong learning. It draws heavily on the outcomes of a project undertaken by the Australian Council for Educational Research (ACER) that investigated ways of improving the foundations for lifelong learning in secondary schools. The chapter concludes with a discussion of some challenges that schools embarking on a lifelong learning journey are likely to encounter. One of the most satisfying aspects of taking on a lifelong learning approach to pedagogy is that schools can build on their existing strengths and they can choose to undertake the journey at a comfortable pace. Lifelong learning itself celebrates change and celebrates difference, thus, however long it takes, the journey promises to be very satisfying and rewarding.