It is argued that learning and instruction could be conceptualized from a process-analytic perspective. Important questions from the field of learning and instruction are presented which can be answered using our approach of process analyses. A classification system of process concepts and methods is given. One main advantage of this kind of process research is the possibility to study trajectories of learning over time. It also allows the performing of intraindividual analyses. A number of empirical examples are presented which demonstrate the advantages of our approach to performing process analyses. The examples regarding individual trajectories deal with evaluation data of a training program to enhance self-regulated learning. In the discussion, limitations of the approach are described in reference to alternative ways of analyzing processes.