This paper presents the results of analyses performed by the authors as part of the doctoral thesis «Teaching Strategy for Teacher Training Oriented toward Developmental Meaningful Learning of Teachers Who Work for the National Training Service (Spanish: Servicio Nacional de Aprendizaje, SENA), Colombia». The authors deal with Ausubel’s meaningful learning and developmental learning, based on Vigotsky’s cultural-historical approach. Similarities and differences between them are examined. A concept of Developmental Meaningful Learning is suggested, based on the cultural-historical approach, in which the unity of emotion and cognition, the potential of personal development, communication with the others, joint action, and cultural meanings are highlighted.