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In this chapter and in accordance with the goals of this book, we provide information on relevant research on mathematics teachers’ learning produced by the PME community. We summarise trends and key issues, contrast or compare perspectives, analyze results, and suggest directions for future research. We regard mathematics teachers’ learning as a lifelong learning process which starts with one’s own experiences of mathematics teaching from the perspective of a student, or even with mathematical activities before schooling. Research assumes that these early experiences have a deep and longlasting impact on teachers’ careers.“Teachers tend to teach in the way they have been taught”, is an often used statement. However, pre-and in-service teacher education are important interventions in supporting teachers’ growth. The teachers play the key role in that learning process. They are regarded as active …