This practitioner's monograph concerns instructional practices for developing self-directed learning among middle-school students. The monograph provides a definition of self-directed learning, a review of the developmental needs of middle-grade students, a description of a classroom environment designed to facilitate self-directed learning, and an overview of instructional strategies for middle-graders. Self-directed learners are defined as students who have mastered the basic study skills and who have a sense of conscious control over learning tasks. Students' developmental needs are described in sections focusing on physical, intellectual, cognitive, emotional, social, moral, and ethical development. The classroom environment is described in terms of qualities that foster self-directed learning and of obstacles to a self-directed learning environment. Instructional strategies suggested concern whole class lectures, questioning and discussion, individualized instruction, peer-based learning, projects, and teacher-student planning. (RH)