This volume synthesizes current research on learning and motivation in college students, and discusses implications for practice. It should be valuable for faculty wishing to understand their students better, and to design instruction to best motivate students to learn. In the earlier chapters, Svinicki addresses such issues as sequencing of instruction, helping students understand the structure of knowledge, and dealing with misconceptions from prior learning. Unfortunately, while these early chapters contain useful ideas to help teachers structure their own understanding of learning, they are not as thought-provoking or in-depth as one might wish. The second half of the book is the strongest. Svinicki not only describes theories of motivation but, more importantly, links motivation to learning. Chapter 6 provides suggested ways to help students understand and improve their study strategies, while chapter 7 addresses motivation explicitly. The chapter on learning differences is long and complex, but is an excellent treatment of the subject, critically reviewing the research, and providing a much-needed antidote to popular theories of “learning styles.” (Full review in Faculty Focus, Winter 2005)