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This paper is based on the report of a study which was made possible through a research grant awarded by the National Executive of AusTAFE Inc. The study comprised a literature review of current issues in learning to learn, with discussion of these issues by a focus group of practitioners in vocational education and training (VET) for people with disabilities, from both private and public VET providers. Various approaches to learning and the changes in delivery of VET, and the implications of these for students with disabilities, were discussed. While specific problems were identified for students with disabilities, concerns were raised for all students. When issues generic to all students are considerd and overcome, then the metacognitive support needs of many students with disabilities will be able to be provided with mainstream delivery. The recommendations from this limited study have implications for students with disabilities, their VET trainers, school teachers, teacher training practitioners, and VET institutions.