Data-Driven Learning (DDL) is almost non-existent at the university level in Serbia when it comes to using DDL in foreign language teaching. Having analysed the curricula at a number of universities, we concluded that DDL is dealt with on a very small scale. That is why we decided to explore what the situation is like among teachers in primary, secondary and private language schools in Serbia, alongside a small number of those who work at university level. A small, exploratory study was designed to answer these questions: if and how much the teachers in Serbia knew about DDL and whether they used it in their teaching. In order to study this phenomenon, we conducted short interviews with one hundred teachers (N=100) from all over Serbia. Unfortunately, a vast number of them has never heard of this approach.