Meaningful Learning implies the active involvement of the learners/students in whatever is being taught. It is based on a holistic approach to the learners, calling for their cognitive, emotional and behavioral attention. It is also holistic in the sense that it takes into account the ecological status of the learners, their family ties; the neighborhood where they live; their formal milieu, be it a school, a social club, place of work, etc.; and their ethnic and national backgrounds. In holistic teaching the learner is perceived as a person—a subject who is undergoing development, rather than an object that is called upon to learn by rote, so that retention of information can be assessed by tests and scores. The Cycle of Internalized Learning—CIL model (Reiter, 2008) was established on the premise that individuals with disabilities were highly influenced by their environment, in the sense that there was an inseparable connection between the disability and the environment. The model addresses three levels of social behavior: the operative—what, the cultural normative—when and the moral—why. The CIL, founded on the humanistic philosophy, is relevant and applicable to people in general, and specifically to people with disabilities. Its premise states that individuals possess cognitive and rational abilities, are capable of introspection based on their understanding of their surroundings, and are capable of gaining an insight into their own motives. Thus, they are responsible for their behavior and can regulate it, by critically evaluating the outcome of their behavior and making changes, if necessary. The CIL focuses on personal progression and development. The article describes in some detail evidence-based research studies that are performed in order to further validate the CIL’s contribution to student development.