The purpose of the study is to review previous findings on concept learning and to explore directions for the future studies in this area. First, the researches on effectiveness of concept learning models are reviewed. Most of the researches on concept learning are initiated in order to investigate effective concept learning models. Those researches are based on classical view, probabilistic view, or exemplar view(Smith & Medin, 1981). The concept learning model based on classical view was first developed by Bruner" and contiunally studied by Markle & Tiemann(1970) and Merrill & Tennyson(1977). Tennyson, Youngers & Suebsonthi(1983) were the first theorists who designed models on probabilistic view. Researches to investigate the most effective concept learning model were initiated by Tennyson et al.(1983), Dunn(1983), Park(1984), Ward & Scott(1987), Mckinney(1987), Yoho(1985, 1987), and Bae(1989). The results of the researches do not always agree on the most effective kind of model. Therefore, other variables influencing concept learning were also investigated. Second, the researches on other variables except concept teaching -learning models are as follow. Andre(1988) investigated on the influences of adjuct question and feedback; Hamilton(1985), on adjunct question; Francis (1990) and Tiemann & Markle(1983), on examples. Also, Tennyson & S. Park(1984) investigated on Process Learning Time; Gorell(1988), on elaboration, and Levstik(1988) on domain specific knowledge. Third, there were also attempts to investigate the influence of learner characteristics on concept learning. Guthrie(1971) investigated the influece of SES and LQ. ; Yoho(1987), on reading ablilties and sex, Babikian(1971), on LQ. and sex, and Levstik, on domain specific knowledge. If future researches continue to match different learner characteristics with various concept teaching- learning variables for the purpose of investigating effective concept learning models, and if they analyze the results systematically, the resulting valuable suggestions for concept learning will lead to promote learners' thinking abilities and problem solving abilities.