In Spain the syllabus of primary education students and their future teachers is broken down by competences. As teacher educators we were interested in finding out "which teaching competences teachers consider are most necessary to facilitate learning of student key competences." Therefore, we conducted a study with a sample of 286 in-service primary education teachers, using a questionnaire specifically prepared for this purpose. A descriptive and factorial statistical analysis of the resulting data was then performed. The results show that teachers place the highest value on the educational capability to promote student motivation, effort and responsibility in the development of key competences. Also they consider the competence to teach a foreign language as the least necessary. A cross-functional approach, running parallel to the integrating nature of key competences in the school curriculum, was not identified for teaching competences. Finally, certain implications are presented derived from the study.