Feral learning offers a positive language and a conceptual framework that transcends the distinctions between formal and informal education, allowing educators and policy makers to deconstruct the implicit limitations of what we have become used to thinking of as teaching-and-learning. This in turn opens up a broader field of possibilities for effectively nurturing learners and cultures of learning. The theoretical basis of feral learning grows out of constructivist theory, with particular reference to the work of Rogers (1967) and Mezirow (1990, 1991). It returns to first principles by positioning learning as an instinctual and intrinsic part of growth and development. This chapter considers the nature of learning, explores the characteristics of feral learning and environments conducive to it and goes on to consider the roots of these ideas in the literature about constructivist theory, transformative learning theory, and flexible delivery. It concludes with a discussion of some of the issues facing formal education in our ability to nurture the feral learner.