High school students come to the table with varying degrees of academic readiness, as well as an education that is almost exclusively from traditional teacher centered methodology. The research in the field of adult education is clear that students exposed to learner centered instruction are both intrapersonally and interpersonally more academically successful (Merriam & Caffarella, 1991). Thus, the immediate problem is that the applied literature for learner centered instruction in high school, as opposed to college instruction, is at best sparse. If we are to build a learning and instructional bridge of both theory and practice between high school and higher education, it seems logical to extensively explore and apply learner centered techniques from the field of adult education that will improve the student’s sense of accountability, responsibility, academic readiness factors, hence academic self-efficacy. Given the cognitive capacity of the average high school senior and the beginning college freshman as essentially equal, the appropriate approach seems likely to be the use a learner centered design to promote practice targeting the enhancement of academic reasoning skills, as well as academic experiences/activities and academic relationships, of the high school student. This is true because given the mandates imposed on public education by current federal, state, and local governmental models, it is clear that the best action research plan will holistically need to address academic reasoning skills acquisition due to standardized testing requirements, academic relationships due to increasing expectations for student social adjustment in late adolescence, and academic experiences/activities due to lingering questions of instructional liability and validity measures, surrounding new models of instruction. Consequently, academic self-efficacy or future goal oriented academic plans seems the most logical way to assess if students participating in learner centered instruction are crossing the bridge more frequently and with greater motivation from high school to post-secondary education life.