In this article we propose a novel analysis data emerged from a research aimed at highlighting the development of the concept of competence in secondary schools. In particular, we wanted to emphasize the teaching strategies used by teachers in the classroom in order to understand whether or not teaching actions are directed towards the development of skills. In this study, we emphasized the role of reflexivity in supporting this development. We involved 23 secondary schools with a stratified sample of students (N = 2893). Whit the qualitative analysis we can say that students have revealed some features of expertise that can be put in relation with the studies and approaches oriented reflectiveness and critical thinking in teaching. These insights highlight some critical aspects of school organization (school / institution and instructional design) that need to be addressed to enable you to transform the school into a learning environment for skills and reflectiveness.