The way we go about accomplishing learning will of course depend upon what we conceive of learning to be. I begin this concluding chapter by discussing definitions of learning. Then, I deal with the approaches students take to the task of learning in school. Approaches are the observable attempts of students to adapt to school, and they reflect both the school environment and the students themselves—individuals made up of unique past experiences and unique styles of perceiving and thinking. I consider some of the variables that contribute to the individuality of the student, including motives, self-concepts, and cognitive styles. I end by considering ways of improving learning, but since we can do little to change personality and cognitive style directly, suggestions generally involve modifications to the school environment.