In this age of universities operating on business principles, the student is seen as the focus of the teacher’s endeavours. Engagement in the process of learning, or knowing, is an essential component in the transformation of an individual. The process of engagement, where it involves some degree of learner initiative, is often referred to as ‘self-directed learning’. The article first discusses, albeit briefly, the meaning of learning and how that differs from self-directed learning. Second, the study itself is discussed, and the results given. Some comments are made. Finally, the authors posit that structuring learning opportunities that help student-learners move from inappropriate ideas about learning to be able to facilitate their own learning, not only helps them make the best of their learning opportunities, but is a responsible and valuable way for universities to serve their student community, and ultimately, to serve employer needs for mature, organisationally effective, employees.