Despite the need for teachers in all-day German schools to possess a range of competences that this particular profession requires to a greater extent than teachers in mainstream schools at a higher level, in Germany there is no curriculum for un-dergraduate training for teaching at such schools. Some teaching degree programmes offer sub-themes (such as leisure education and management of interest rates, educa-tional diagnostics, working with gifted stu-dents, differentiation and individualization of instruction, etc.) in the form of elective courses for prospective teachers at all-day schools, but for the moment the later train-ing of these teachers in this system of further education remains more widespread. In some federal states in Germany, there are continuing education centres dedicated primarily to the training of teachers for all-day schools, to full-time primary teacher training schools in other federal countries, but in other federal states further education for teachers at all-day schools is not differentiated from further education of teachers in ordinary schools. The aim of this study is to analyse the situation in selected federal states of Germany (e.g Northern Rhineland, Westphalia, Berlin, Bavaria and others) from two perspectives - university undergraduate training and continuing education, - and then to compare options for teachers to gain adequate competence in undergraduate and continuing education in selected federal states of Germany. Methodologically the work is based on a qualitative approach - analysis of basic documents, the range of further education and web pages on offer. Qualitative analysis is accompanied by quantifiable data (numbers of courses, participants etc.). The final comparison shows great differences in what is available and in the quality of education of teachers in all-day schools.