With his classic 1968 article, Benjamin Bloom popularized the approach of the pedagogy of mastering learning. Although educators accept the principles of this educative approach, it is evaluated less favourably for its so-called behavioural origins and this approach is often associated exclusively with objective-based teaching. In this article, the authors wish to demonstrate that certain basic elements of the Pedagogy of Mastery are taking on a new relevance, even an increased role, in the context of the Pedagogy of Actualization, an educative approach in which the ultimate goal is the actualization of students' full learning potential.