Students taking charge of their learning: What are the issues?

This article describes the experiences of a group of specialist teachers participating in a two-year postgraduate professional program. In this program, students were required to set learning goals against a set of competencies, make decisions regarding which learning material they would engage, and provide artefacts from their learning and professional experiences to demonstrate their learning against the competencies. Data collected from students at the end of the first year of the program is presented to highlight the challenges that learners encountered with this process and the reasons why they found it difficult. Recommendations for future practice are suggested.