Over the past several decades, I have witnessed many changes in text research—changes that have been mirrored in my own work in the area of learning and study strategies. In many ways, Beliefs About Text and Instruction With Text symbolizes the natural progression that has occurred not only in my research but also in the broader research community’s understanding of the nature of text and instruction related to effectively interacting with text. When I began studying how people learn and how I could help students and their teachers improve upon the learning process, my focus was on general cognitive strategies (Weinstein, 1978). Such a perspective was commonplace in the literature at that time (cf. O’Neil, 1978). I, like my contemporaries, thought little about students’ will to learn or their ability to regulate their own learning, or about their beliefs about text or instruction involving text.