This paper describes two modes of educational decision-making: Mode I, in which the instructor makes such decisions as what to teach, to whom, when, in what order, at what pace, and at what complexity level; and Mode II, in which the learner makes the decisions. While Mode I comprises most of what is regarded as formal education, the learner in Mode II selects what he wishes to study, when, and in what order. He decides upon his own instructional strategies, sets his own pace, remediates himself through difficulties, selects his own "optimum" road to mastery, and sets his own criteria. This process enables him to acquire learning appropriate to his needs and purposes; structured and presented in a manner suited precisely to his own previous learning, cognitive style, and other aptitudes; and sufficient to achieve his particular objectives; all without delay and at modest cost. Although Mode II is not readily attainable, its elements are within reach, and it is expected that the future of both educational technology and higher education will rest increasingly with Mode II learning. (Author/RAO)