This article is about student learning, specifically the problem of what a university can do to develop its students' powers of learning. The broad approach is to discover what we can learn from the university's long experience with developing students' critical faculties and then apply the lessons to developing students' powers of learning. The main conclusion is that students' powers of planned and unplanned learning can be developed by widening their repertoire of questions that elicit strategic thinking and reflective thinking respectively. The article also addresses related issues including the role of groups in university education and assessment. (Contains 3 tables and 4 figures.)