To become an expert, it is typically accepted that one must learn a subject to accuracy. However, an alternate approach is to learn to fluency. Learning to fluency produces expert, competent performers. Previous studies have typically looked at the effects of learning to fluency for typically developing children and children with intellectual disabilities. Currently, there is a dearth of research examining the effects of learning to fluency for typical adults. Using a multielement research design with a pretest and posttest, three adult individuals were exposed to two learning conditions: learning to accuracy and learning to fluency. I compared the effects of learning terms to accuracy and learning terms fluency on the initial acquisition, generalization, and maintenance of terms after 3 weeks. Results indicated no significant differences in the number of terms identified correctly when learned to accuracy or learned to fluency during the initial acquisition phase, and no significant differences were identified during the generalization or maintenance phases. Limitations, implications, and directions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]