Using a sample of 787 German students in 6th/7th grades (M[subscript age] = 12.9; SD = 0.70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)], and based on this, the interplay of the variables was compared, taking into account the moderating role of flow experience. The results of the multi-group structural equation models show that students in making (SDL) experience more interest, flow, elaboration, and persistence. No differences were found in terms of control strategies. In SDL, flow positively moderates the relations between interest and learning strategies. In TDL, all relations between interest and learning strategies are negatively moderated and indicate restrictive learning context conditions.