The focus of this practitioner brief is: What happens when students identify the skill areas they feel need the most work and then are given class time, resources, and strategies to work in these areas? This learning strategy was tried by one teacher of adult English as a Second Language (ESL) because the students in his class were either too far above or below the language ability norm in the class or were not making adequate progress in their English language learning. The instructor decided to give students time and resources in class, as well as strategies to work on their goals outside of class, so that each student's individual needs would be met. In addition, he arranged to have higher and lower students work with volunteers, used tiered cooperative learning activities so that all were working within their skill level, provided multiple level reading exercises, had extension activities ready for students who finished their work quickly, and matched students with computer software appropriate to their needs and learning level. In the end, the teacher's strategies for supporting and encouraging learner-directed learning did not work. Students recognized where their weaknesses were, but they could not on their own productively use the extra time and resources to make progress. Using volunteers, computer software, and textbooks was more effective. (KFT)