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Learner control became a crucial issue for the utilization and (re-)development of e-learning environments. Learners should be able to control the selection and presentation of content, as well as the transfer process itself, according to their needs, learning styles, and preferences. We revisited two e-learning developments, both strengthening learner self-control, but developed on different grounds and following different development paradigms. Scholion implemented learner self-control in a bottom-up approach putting learner needs and preferences upfront. Lab@Future transformed key characteristics of a pedagogical theory into learner tasks and a process to support learning in a top-down approach. Field studies of both approaches revealed several types of learner control to be supportive for self-managed learning processes.