This review of self-planned learning is divided into three parts: (1) learning theory, (2) instructional theory, and (3) practitioner application. Its objective is to help participants learn about the relevance and applications to and implications for adult development and learning of psychology. In the first part behaviorism and neobehaviorism are discussed in terms of learning theory, and a learning theory geneology is presented. A second section in part 1 focuses on adults involved in self-directed learning and their reasons for participation. Part 2 moves the discussion from learning theory to a theory of instruction, a move beyond the descriptive and explanatory to the prescriptive (to procedures to be recommended in practice). Self-instructional considerations are overviewed. A second section discusses adult instruction in terms of self-directed learning. Part 3 looks at how to integrate theory and practice, especially in reference to the adult learner. Needs assessment, the methodology of obtaining the how and what of adult learning, is discussed. Implications and policy considerations are also presented. (YLB)