This chapter describes how learning takes place through one-to-one scaffolded interactions with a more-expert person and through deliberative practice. In a scaffolded learning interaction, a more-expert person like Jim helps a learner like me solve a problem that would have otherwise been beyond the learner’s capability. In a scaffolded interaction, the teacher controls the parts of the task that are too difficult for the learner so that the learner can limit the scope of their concentration and focus on those task elements adjacent to their current competence. The chapter describes the six characteristics of a scaffolded interaction, including intersubjectivity, a shared understanding of the task, and interactivity, a joint engagement in the task. It then focuses on one of these characteristics, contingency, to explain how, critically, the task must build upon the learner’s existing knowledge and fall within the learner’s zone of proximal development, or ZPD. Then, the chapter explains the types of strategies that more-expert people use as they scaffold learning: instruction, cognitive scaffolding, and motivational scaffolding. It turns then to the importance of deliberative practice, as opposed to simple repetition. Deliberative practice requires concentrated effort, including analysis of process and results.