Training and knowledge development in Higher Education will occupy a privileged place in social and productive development agenda. Naturally, this training, its quality, its contents, as well as the ways of generating knowledge, will require approaches, conditions and resources for educational practice, up to quite a large extent, different from the current ones. If it aspires to train “the best students", perhaps “the best teaching processes" should also be implemented. This text contributes arguments and resources, elaborated from teaching practice, to foster independence in students with regard to their own learning, independence understood as a relevant indicator of its quality.