This essay will focus on what learning entails in Vygotskian theory. Firstly this essay will demonstrate what learning involves and the socio-cultural context, as well as who Vygotsky is. Next, this essay will examine the basic Vygotskian principles by examining his theory and discussing his claims about the roles played by the socio-cultural context, the role of the more competent other, and also the role of the learner. The essay will then continue by considering his notion of ZPD and the stages that the student goes through as he gradually internalizes knowledge. Finally, external and internal factors will be discussed. Learning is defined as a moderately continuous alteration in behavior that is the result of experience. Learning became a key focus of study in psychology during the early twentieth century as behaviorism developed as a huge school of thought (cited in Schaffer, 1996). Learning therefore is a significantly crucial concept in areas of psychology such as: cognitive development, developmental psychology, educational development and social development. Sociocultural context refers to circumstances in combination with both social and cultural issues and factors. It can also be defined as the influence of society and culture experienced by the society or a person. Lev Vygotsky was a well-known psychologist who developed the basis of cognitive development studies mainly in the theory of social development. He established a sociocultural approach to cognitive development. His theories express the major role of social interaction in cognitive development, expounding that audiences play an important role in “making meaning” and that social learning leads to development (Vvgotsky, 1978). Vygotsk...... half of the article. .....that temporal interaction allows these mental functions to develop into more sophisticated and elevated mental functions within the sociocultural environment. Since Vygotsky states that cultural tools are transmitted through competent members of society, this suggests that these tools allow children to use their mental functions more efficiently, therefore the tools are also culturally determined. For example mind maps, some children may use mind maps as they have been trained to remember things through mind maps, while other people may not use the same approach to remember things but may use, for example, memory mnemonics. The tools of intellectual adaptation consequently differ from culture to culture. This shows that cognitive functions are individually distributed with respect to principles, morals and tools due to the adaptation of the culture that a person cultivates.