Acknowledging a recent increased interest in research about self-directed learning, this report analyzes and discusses two different forms of education: self-directed learning and distance education. Here, self-directed learning is identical with autodidactic learning, a form of education that cannot be included in organized adult education; the learner has the whole responsibility for his/her education or learning-project. Distance education is a method used by educational institutions for adult education, which implies that the educational organization has responsibility for the education. This report reviews research about self-directed learning and proposes a deeper analysis of the phenomena of learning, self-concept, and experience, where the student is put into a context that can be examined by educators. Also discussed are self-directed learning and distance education, proposals from a distance educationalist, and current thought on self-directed learning. It is concluded that there seem to be so many differences in motivations for study, learning strategies, and the study process between self-directed learners and organized adult learners, that educators must be very careful when trying to find new ways of reaching self-directed learners. An extensive reference list and a list of Uppsala Reports on Education are included. (THC)