Tasks and standards play a major role within recent attempts to improve quality in education like for example PISA Program for International Student Assessment. Within this book first the relationship between instructional psychology educational standards and taskrelated learning research is outlined. Then a theoretical model of task attributes which are relevant for learning is depicted. Based on certain task attributes e.g. task complexity and sequencing two experimental studies are conducted in order to test task effects on learning and motivation. Results showed that effects of tasks varied in respect to task contexts and personality characteristics of the learner. Within an exploration study using LISREL a theory of emotional processes was tested in order to find emotional standards for reading. Within a section of application it is shown how taskrelated research could be used to design selfregulated learning materials and activities which support teaching. Finally standards for educational practices webbased teacher education are formulated and discussed.