The paper explores the nature of learning, focusing particularly on the theories of Biggs and Teffler (1989) and their research finding that the quality of learning is the result of the motivation for learning, and that this affects the learners' performance. An alternative theory of learning is offered and ideas for improving the teachers' role are considered. It is concluded that the most important point is learners' awareness of their own learning, and their own autonomy in this regard. The teacher's role is to make learners aware of their own potential based on their understanding of the learners' perspective on learning. In order for this to happen, teacher-learner dialogues need to occur as this is the most effective way for teachers to acquire a more complete understanding of the typical learners' views. Teachers should take on more than just the role of facilitators or helpers in the learners' learning, but also of participants in the learning process. Three diagrams are included. (Contains 17 references.) (KFT)