In order to verify the usefulness of such a synthesis of perspectives, the similiarities and differences between control and social learning models of delinquent behavior are assessed. Predictions from both orientations appear to be about the same concerning the relation between ties to conformity and delinquent behavior. The crucial differences between control and learning models concern the factors that motivate delinquency. Peers provide an impetus for juvenile deviance, contrary to the logic of control theory. It is argued that the relevant aspects of both control and differential association theories should be used for developing lower-level propositions that would apply more abstract learning principles to the specific problem of delinquent conduct. In agreement with Eysenck, West, and Farrington among others, it appears evident that individual differences beginning at birth, in interaction with environmental events, may influence the likelihood of committing criminal acts at a later time. A 1977 multilayer study of London juveniles, conducted by West and Farrington, indicated that factors that promote -- or fail to inhibit -delinquent behavior were clearly discernible in their first cohort of 8-year olds, and the researchers become convinced that they must have been present from birth. Tabular data, explanatory endnotes and 36 references are appended.