Changing power relations and the shift in control have been some of the key issues driving the discussion in Technology-Enhanced Learning (TEL) in the last years. As opposed to deterministic approaches to designing learning, such as the system approach in instructional design, emancipatory approaches, such as Personal Learning Environments (PLE), emphasizes the shift of control and ownership from the educator or the designer to the learner, bestowing decision making and choice upon the learner, not only in terms of choosing the content or the sequence of learning steps, but irst and foremost the choice of the learning tools and the use of these tools to support one’s own learning, including co-creation of learning content and fostering of Personal Learning Networks (PLN). In this paper we describe the results of an international, cross-cultural study exploring the role of ownership and control in Personal Learning Environments. Our study is rooted in the theory of psychological ownership and utilizes research instruments developed in the predecessor study by [Buc 12]. The study was conducted in winter and spring 2013 at three diferent universities in Germany and Spain including students from six diferent courses, i. e. three courses in media sociology in Germany, two online master programs in educational media and educational leadership in Germany and a teacher education program in Spain. An online survey was used to collect data in two languages – German and Catalan. Following the concept of ownership proposed by [Buc 12], the study is based on the assumption that a learning environment becomes a Personal Learning Environment when the learner (subjectively) feels the owner this environment and perceives herself/himself to able to exercise control over this environment. The study presented in this paper aims at advancing our understanding of the role of psychological ownership in contect of PLE, especially in relation to learner control. This paper speciically explores ownership and control in context of ePortfolio practice. Finally, this article provides a contribution to methods of measuring the impact of PLEs.