A review of the literature on interest and emotion provides an organizing framework for a conceptual model of learner interest in terms of its emotional components. The dimensions of pleasure and arousal are seen as closely related to those of evaluation and activity in a number of studies. A third dimension related to potency is also apparent in the studies cited. The model of learner interest which is proposed is based on research which shows a 3-factor structure of emotion, and on an analysis of the concept of learner interest. The four factors in the model (pleasure, arousal, competence feelings, and self-determination feelings) are related to the evaluation, activity, and potency dimensions of semantic differential research. The model may be useful as a conceptual tool to enable one to make finer distinctions than is possible with a single dimension ranging from boredom to high interest. As a guide toward the solution of instructional problems, the model would enable more precise diagnosis of motivational deficiencies in instruction. Further, it could be used with educational games and simulations, and in the design of responsive educational media. (MER)