To ensure that authentic learning occurs in the classroom, there are various issues that educators must address. Understanding and responding to these issues requires in-depth knowledge of various educational theories and the application of those theories. One such issue that is at the heart of this article is how learning occurs. Student learning is the primary goal of any academic institution, and leading students to achieve learning is the goal of every educator. However, for teachers to be able to guide students to learn, it is logical to consider that teachers need to know how learning actually happens. With the aim of helping teachers develop a strong understanding of the different theories that attempt to explain how learning occurs in an educational context, Marlowe and Canestrari (2006) present excerpts from the writings of several educators and educational researchers which explain the dynamics behind being able to learn. These include the work of B.F. Skinner on behaviorism, of Bandura, Ross, and Ross on imitation of models of aggression, of David Willingham on cognition and memory, and of Witte-Townsend and Hill on relational consciousness. The importance of these theories on how learning occurs is expounded by Sontag (2009) in her discussion of learning theories applicable to 21st century students. According to Sontag (2009) being able to explain how students learn together with teachers is a fundamental step that an educator must take in order to help students learn. By understanding the mechanism involved in transferring information from lesson to student, teachers would be able to modify the learning environment and their own teaching… middle of paper… Psychology in Context: Readings for Future Teachers. Sage Publications, 44.Sontag, M. (2009). A theory of learning for 21st century students. Innovate: Journal of Online Education, 5(4): 23-29.Willingham, D. (2006). Students remember... what they think about. in Marlowe, B., and Canestrari, A. Educational psychology in context: Readings for prospective teachers. Sage Publications, 58-66.Witte-Townsend, D., & Hill, A. (2006a). Toward a pedagogy of depth in everyday classrooms: Exploring relational consciousness between teachers and young children. in Marlowe, B., and Canestrari, A. Educational psychology in context: Readings for prospective teachers. Sage Publications, 69-78.Witte-Townsend, D. and Hill (2006b). The lightness of being in the primary classroom: Inviting deep conversations across educational communities. Philosophy and theory of education, 38 (3):373–389