Working memory is not a passive observer in the learning process — it is the gatekeeper, the active participant, that determines the extent and quality of our learning. It is a critical element that impacts why the learning process can be more labor-intensive for some students than others. By understanding the limitations of working memory, we can make sense of students' challenges when transitioning from acquisition to fluency, from fluency to generalization, and from generalization to adaptation. This is a critical consideration for educators and instructional designers for guiding the development of instructional strategies and materials that foster learning.