This chapter focuses on theory and research concerned with the role of the self in learning. It is based on the assumption that the self-concept is the most significant cognitive structure organizing an individual's experience, while self-esteem is the most influential affective evaluator of this experience. The self-concept organizes all that we think we are, what we think we can do, and how best we think we can do it, while self-esteem is the extent to which we are pleased by that concept, or feel worthy (Hamachek, 1978; Wylie, 1974). Together, they comprise the self-theory or model of experience that helps us explain our past behavior and predict our future behavior. Like any theory, a self-theory can be a differentiated and valid interpretation of reality, or a vague, invalid one. Thus, it can both facilitate and bias information processing (Kuiper & Derry, 1980). it can also affect the degree of stylistic consistency present in an individual's behavior, including preferences for certain learning strategies.