This paper introduces the Pause Model, an innovative means of integrating self-directed learning and continuing professional education. Since the method was developed for professionals such as counselors, educators, and managers who practice in social settings, the paper begins with an explanation of a few of the unique attributes of professional practice in social settings. Because the Pause Model is based on the qualitative paradigm of science, the paper describes the differences between the qualitative paradigm and the traditional quantitative paradigm and explains why the qualitative paradigm is most appropriate for professionals with social practices. A vision of professional practice as a lifelong, self-directed learning project follows. The Pause Model and its benefits are integrated with this vision. The five components of the model are described: (1) the trigger; (2) goal articulation; (3) force field or gap analysis; (4) action; and (5) evaluation. A discussion follows of two of Schon's (1983) concepts that form the basis of the collaborative relationship between the client and practitioner that makes the Pause Model possible: the reflective conversation and the reflective contract. An example of use of the model is given, and the place of the model in contemporary professional practice is described. (YLB)