The translation of didactic knowledge and skills to the clinical realm often reveals the extent of known student Òyellow flagsÓ or may even uncover unknown student learning problems. In this session, the speakers will review common learning theories and principles that can be used to inform and address learning challenges in clinical education to improve student outcomes. This is applicable to both challenges with students during regular clinical experiences and during clinical remediation. The discussion also will be highly relevant to classroom teaching. Use of learning theory to guide learning in the clinical realm is fundamental, but largely overlooked. Information from learning theory research can be used to more effectively engage learning challenges in the clinical environment. Use of a research-based, learning-centered approach is best practice in teaching, including in the clinical environment. It is useful to take a step back from student performance problems in clinical education to consider learning theory and its applicability to these problems. By viewing the problem from different angles offered by various learning theories, a better picture of the learning landscape will emerge. These different perspectives can empower the educator and the learner in meeting the challenges of clinical education.