Teachers and students will better understand the experience of learning if they become familiar with a general systems model of the relationship between a teacher and a learner (student). Concepts relevant to this model include learner background, readiness, initiative, and achievement; teacher knowledge, relationship to colleagues, cultural background, facilitative means, and adaptability to the learner; and interactions among these factors. Three hypotheses based upon these concepts which can be used to test various aspects of the learning experience are that (1) the organizational setting limits and structures the experience of each student, (2) the student's initiative is the primary determinant of the extent and quality of interaction between himself and the teacher, and (3) learning relationship styles will influence the goals achieved by the student. Knowledge of a general systems model can motivate both teacher and student by helping them understand the limitations of formal and non-formal learning environments and by promoting empathy for each other. Specifically, the systems learning theory can help students improve study habits, set realistic educational objectives, and seek more individual consultation with the teacher. Also, the theory can stimulate teachers to lobby for better organizational resources, improve relations with colleagues, and familiarize themselves with new teaching techniques. (DB)