While a compensation management course was used to illustrate how a professor could incorporate the learner-centered paradigm, the nature of learner-centeredness can be implemented in any learning environment. The first step cannot be taken without the professor accurately assessing his or her own teaching and learning philosophy. Not all professors’ espoused theory is consistent with the learner-centered paradigm. For those whose espoused theory aligns with the instructional paradigm, it would be ineffective to incorporate learner- centeredness into the courses he or she teaches. But, for those professors who espouse that learning is about the process and not the end result (Tagg, 2003), incorporating learner-centeredness into the courses you teach can be the critical aspect for aligning your theories-in-action. If the learner-centered paradigm is deemed appropriate, then the highly unstructured learning environment facilitated by a learner initiated course strategy, multiple learning opportunities, and a student-derived grading schema can be incorporated into numerous different courses. But, as the professor, the need to be able to adjust your own expectations about course requirements, learning outcomes, and your role in the classroom will be the pivotal criteria for whether the learner-centered paradigm succeeds in the classroom or not. Engaging students in learning environments that allow them to be fully responsible for what they learn and how they learn can be the impetus that encourages them to integrate learning into all aspects of their personal and work lives. Because in the end, the professor’s real “theory-in-use” is about getting students to want to continue learning each day for the rest of their lives