Several scientific paradigm shifts have influenced teaching and learning in mother-tongue education in the Netherlands. These trends seem to be international. Although the way these trends are understood and implemented is culture-specific, the accounts of several scholars from other countries in this journal reported similarities in the development of thought and discussions. All these accounts show that two tendencies in the 1990s were centralization of the curriculum and the focus on learning to learn. In this article we briefly present the developments and focus on the implementation of the “learning-to-learn” paradigm in the mother-tongue curriculum in the Netherlands. We present and demonstrate a tool for teachers who want to re-design their lessons according to the learning-to-learn paradigm. This instrument provides to support L1-teachers in re- designing their lessons by reflecting the choices that they made and that they could make. It appears that the instrument might be adapted to analyze mother-tongue curriculum choices in other countries.