This chapter examines some estimation questions that arise in learning models commonly used by economists doing research on economic education. Specifically, the discussion focuses on simultaneous equations problems in the context of models that attempt to explain the understanding of economics after having taken a college level principles of economics course.1 These models have traditionally been used to evaluate innovations in economic education. The first part of the chapter discusses possible simultaneous equations estimation problems of traditional learning models. The second part of the chapter offers a reformulation of the model. This reformulation may have intuitive appeal to some people. Estimation of the reformulation is also discussed.