Two studies have explored how teachers in the Netherlands think about value stimulation and how teachers combine stimulating the development of specific values with teaching skills that enable students to adopt critical thinking or to analyze various opinions. The results of an investigation into the importance attached by teachers to stimulating and developing certain values, using the example of values regarding labor, are presented. A written questionnaire was sent to 694 teachers in general secondary education and vocational education (415 responded). The instrument asked teachers to indicate how much importance they attached to each of the specified education goals, how much attention they paid to each goal, and why they had chosen these goals. Results showed that these teachers not only passed on knowledge and skills to their students but they also stimulated them in developing certain values related to work. In addition, the subject matter, personal characteristics, and culture of the school all had an influence on the specific values teachers stimulated in their students. In order to examine teachers' didactic approach to these pedagogical tasks, another study in progress has examined the connection between stimulating certain values by teachers and students' learning how to think critically. So far this research has found that when teachers teach a value-loaded topic they often follow a progression of steps: first not expressing their own values, then stressing differences in values without expressing the values they find important, and finally indicating the values they themselves find important. Because stimulating certain values seems to be characteristic of the teaching profession, it is proposed that teachers make explicit which values are included in their pedagogical content knowledge. It is also important to examine what teachers do when they try to develop critical thinking skills in their students and at the same time wish to develop certain values. (Contains 40 references.) (JB)