Imparting and acquiring social work learning is definitely complicated by the fact that social work education tests to the limit the integrative powers of the learner and the professional capacities of the educator. For the student at the graduate level impediments to learning are likely to be emotional rather than intellectual. In the school curriculum there seem to be two areas that stimulate the most intense personal involvement on the part of the social work student, because these two areas implicitly demand direct use of self in a creative way. Blocks to learning, in the form of characteristic self-protective responses and ways of warding off change, show up early in field work. Supervisors and faculty advisers will be able to recall from their own experience many other examples in which students’ learning problems were seen and help was given to modify the difficulties. .