A new interactive model of attention, perception, memory, and arousal is introduced; and its use in assessing characteristics of the perceptual process is demonstrated. The principal concern is not the presentation of new data; rather it is placement of existing psychological data within a new context. Topics discussed include: attention as an instinct, attention and motivation, and attention as vigilance. The new theoretical perspective reflects a belief that the most fruitful approach to understanding human experience and behavior is to begin with the perceptual process itself, and for analysis of personal-environmental interaction to take place within an evolutionary perspective. The developed theory relates questions of attention, affect, and learning explored in this paper to others of, for instance, cognitive style, personality, intelligence and creativity, and abnormal behavior. The analysis suggests a need for a shift in balance from the current cognitive bias in learning theory and educational research toward a greater consideration with biological and physiological factors. Theoretically, the model points to the need to place more emphasis on the total environment. Methodologically, the theory emphasizes the subjectivity of attention, affect, and learning. Practical implications of the model focus on the deliberate use of attention devices as tools for more effective teaching and learning. (TJH)