This essay considers the interaction between teacher and learner as one which involves providing opportunities for "learning moments," a concept found in the literature on organizational leadership. Learning moments are seen as dynamic events that occur when four complex elements intersect: teacher, learner, environment, and chance. One of the major features of this approach is the disconnection between a teacher's efforts and actual student learning. The model described in this paper proposes a more collaborative effort and encourages viewing teaching as a power ally in, but not directly responsible for, student learning. But this view of learning raises questions about modern approaches to the assessment of teaching and learning in higher education, and it is suggested that rather than focusing on student outcomes, attention should focus on what is done by teachers, students, and institutions within the ambiguous context of learning moments; and that rather than trying to assess when and how learning moments occur, efforts should focus on efforts to assess how well teacher, student, and institution have worked together to create opportunities for learning moments to occur. (Contains 29 references.) (SW)