Research Findings: All human activity, beyond the simplest of reflexes or biological reactions, is a manifestation of intentions. When those intentions are directed toward changes in one's understanding or performance, they can be labeled "intentionality to learn". In this article, we overview particular premises about intentionality to learn and consider its relation to associated constructs (e.g., goals and plans). We also present a model that pertains specifically to intentionality to learn in academic domains (i.e., ILIAD). We position the components and the cognitive processing of information associated with the model (e.g., attention to academic and social cues) in reference to perception-action dynamics and to academic development, as well as to sociocultural and socioemotional variables (e.g., shared or negotiated goals). Practice or Policy: The article culminates with methodological considerations for the study of this construct, including the design of appropriate measures and selection of statistical approaches. (Contains 1 figure.)