This research was conducted to examine the relationship between teachers' work values and lifelong learning tendencies. Selected scales in terms of purpose; In the academic year 2016-2017 225 private teachers in the Üsküdar District of Istanbul were employed and 225 teachers were employed depending on the Ministry of National Education. In order to analyze the data, the dimension having the highest score according to the average of the work value dimensions given in the work result is the dimension "Achievement". After that, "sacrifice" and "creativity and mental incentive" come in order. The lowest score among the scores obtained as a result of the study belongs to the "Economic Benefits" dimension. Teachers' motivation and persistence levels of lifelong learning tendencies are high, while levels of learning disability and lack of curiosity are low. According to this, teachers' lifelong learning tendencies are high. The motivation and persistence levels of lifelong learning tendencies has been found to be positively correlated with creativity and mental stimulation, self-sacrifice and diversity work values. There was a significant negative correlation between perseverance scales and economic benefits and work value among lifelong learning tendencies. The deprivation in learning regulation level of lifelong learning tendency has been found to be negative correlated with prestige work value. The creativity and mental stimulation level of the teachers' work values are significantly influenced positively on the motivation and persistence dimensions of lifelong learning, whereas the economic benefits and work value are significantly affected in the negative direction.