Learning designs aimed at supporting transformational change could significantly benefit from the adoption of socio-historical and socio-cultural analysis approaches. Such systemic perspectives are gaining more importance in education as they facilitate understanding of complex interactions between learning environments and human activity. The current study utilizes a framework based on activity theory to examine the system elements underlying patient self-management practices. Specifically, Jonassen and Rohrer-Murphy's task analysis methodology was adapted and literature reviews, expert interviews, and patient survey data were collected to ground the descriptions of system components. Results from this research will be discussed in terms of their contribution to the identification of design requirements for the creation of patient self-management and educational environments. (Contains 7 tables and 2 figures.)