This document describes self-directed learning, summarizes practices and research since 1930, examines sociocultural influences on teaching and learning, and describes methods for initiating self-directed programs at all levels. Chapter I describes areas in which students could take responsibility for their own learning: selecting methods and materials, communicating with others about what is to be learned, and evaluating achievement of goals. Relevant research, discussed in Chapter II, addresses such areas as teacher-pupil planning, community based and citizenship education, values clarification and moral education, establishment of goals, self-discipline and self-assessment, learning styles, grouping practices, independent study, and students as resource persons. Chapter III lists needed research topics: development of learning styles, development of cognitive mapping into usable practices, left-and right-hand brain research, child-rearing practices, child development, classroom climate, and long-term effects of current individualized instructional programs. Chapter IV presents essays on the relationship between racial/ethnic backgrounds and learning. Cultural learning styles of traditional low income urban blacks, Mexican Americans, Native Americans, females, and middle class whites are described. Chapter V discusses administrator roles, staff development, inservice education, team planning, and administrative and supervisory support systems for implementing self-directed learning. (KC)