This book will help readers find the courage to learn and will help educators find ways to support that courage in their work. Learning occurs in the classroom and in other formalized educational spaces, but what is learned and who benefits from that learning is a question the authors explore in depth. Ironically, sometimes the most potent learning happens when wrestling with the discomfort and challenge with the very system that intends to prepare the learner. This book is not an “either/or” argument pitting freedom to learn against structured learning outcomes. Instead, the authors maintain a tone of “both/and,” placing these contrasting stances in conversation with one another. The book devotes a chapter each to examining the What, the How, the Why, and the Who of learning, and concludes with a call for readers to move from reflection to action.