This study examined the meaning of learner centeredness from the perspectives of practicing elementary, secondary, and postsecondary teachers who were constantly working to live out this concept in their teaching lives. The primary data sources were teacher interviews collected from each participant during a larger study on how teachers came to take a learner-centered stance and a review of literature on learner centeredness. All teachers were part of Foxfire, a culturally responsive, community focused, learner-centered approach to teaching, learning, and curriculum. During the interview, respondents discussed what learner centeredness meant to them and how they came to be the teachers they currently were. Respondents received a copy of the transcripts of their interviews so they could review them and record any corrections, elaborations, or new information. Data analysis led to a descriptive definition of the term learner centeredness comprised of five elements: the teacher's focus is on the learners; the teacher guides and facilitates learning; the teacher promotes active learner engagement; the teacher promotes learning through interactive decision making; and the teacher is a reflective, ongoing learner. (Contains 47 references.) (SM)