Poor student-centered learning is a global problem. This study explored and described the challenges encountered by students in direct instruction, and diverse information resources as a strategy in coping with the direct instruction challenges and student-centered learning outcomes of the use of diverse information resources. This study used a case study, a sample and sampling, data gathering techniques, and data analysis. Findings revealed that student-centered learning techniques have implications for educational practice, particularly in improving how teaching and learning are implemented in the classroom. Teachers are encouraged to shift from being the primary source of information to becoming facilitators of learning. This study may serve as a foundation for future research on student-centered learning and the use of diverse information resources in education.