Background: Even though action research has been employed in an increasing number of fields of practice including teaching, nursing, and business, application in learning has been scarcely reported. This case study is one of the first attempts to apply action research principles to help learners improve their learning performance. Purpose: This study explored the possibilities of action research for learners to improve their learning and described the improvement process. Setting: The author facilitated one undergraduate student at a liberal art college. The learner applied action research principles to study his learning process and improve his performance. Study Sample: This case study had 1 male college student as a sample. Intervention: At the beginning of this study, bi-weekly sessions (normally 15-30 minutes) took place to facilitate the action research procedure, and the facilitation gradually faded out. This study lasted for 15 months. Research Design: Descriptive; Single Subject; Longitudinal; Qualitative; Control or Comparison Condition: N/A. Data Collection and Analysis: The author kept a log in which the facilitation process, the learner's progress, related questions and tentative solutions to those questions were recorded. Periodically the author reflected on the facilitation process by reviewing the log. The learner kept his own log in which he wrote about his daily learning activities. Findings: This study showed that the action research that is conducted by a learner on his/her own learning can be a powerful tool to improve his/her learning performance. This report identified and described the factors that improved learning and the moments that led to significant changes. Another finding was that there was a pattern in the change that action research brings about. There are stages in this pattern such as: (1) Stage of uncertainty and random trials; (2) Stage of dormant or slow change; (3) Stage of confidence; and (4) Stage of rapid growth. Conclusion: This study found a significant improvement in learning when an action researcher applied empowering principles to his research on learning. However, it is not certain how the findings in this study can be transferred to broader learners. The strategies, techniques, and procedure that were employed in this study must be tested for different learners who are different in age, gender, intellectual ability, learning style, and educational background. Citation: 6 references. Mike's final report is appended. (Contains 1 figure.)