本文採取個案研究的立場，旨在探討藝術大師賴聲川的求學歷程，採用的資料包括三類：一是賴聲川的著作及相關文獻，二是賴聲川本人的訪談紀錄，三是賴聲川所開設戲劇研習大師班的課程紀錄。主要發現有二：首先，賴聲川的求學歷程，可以劃分為啟蒙時期（1954～1976）、震撼時期（1977～1982）和蛻變時期（1982～1983）。其次，賴聲川求學歷程在教育上的啟示可歸納為三點：第一、典範學習，他之所以能夠成為戲劇大師，應與其曾親炙於3位大師門下，長期接受潛移默化之影響有關。因此，這種典範的學習、師徒的傳承，強調實作的精神，乃是培養一代大師不可或缺的過程。第二、經典學習，長年探索藝術的學習之路，堅持經典作品的浸潤，廣泛涉獵文學、音樂、電影與戲劇等類型。因此，經典的選擇，不必墨守歷史傳統，亦可出自當代文化；不必局限文字作品，應該擴及各類文化活動；不必完全交由教師決定，要能提供學生自行評估的機會與規準。第三、自主學習，做為一個學生的賴聲川，他本身有很強烈的學習動機，知道如何不斷修正自己的學習方式，建構自己的學習系統。所以，學習主體必須是學生，只有能夠聽見自己內心聲音的學生，才能成為自主學習的學生，才可能有機會學習成為一位大師。

The purpose of this study is to describe Sheng-Chuan Lai’s learning experiences in Taiwan and in America. Three kinds of historical data were employed in this research, including Lai’s writings, interview records, and lecture notes. First, his studying experiences were divided into three stages: (1) growth period (1954-1976), (2) shock period (1977-1982), (3) transformation period (1982-1983). Second, he studied art theory not only by reading textbooks but also by seeing and thinking artworks, so he had a wonderful taste in artistic appreciation. Third, the author concluded that the effective learning strategies of becoming a master are modeling learning, classical reading, and autonomous learning. Finally, only when a student tries to know “who he is” and to hear “his inner voice” authentically, he will walk on the right way to become a master in any field.