The student model component of intelligent tutoring systems (ITSs) used to be considered central: it was the means by which the ITS could individually adapt the learning experience to suit the learner's perceived needs. However, the practical difficulty of building reliable student models, the evolution away from the knowledge communication style of ITSs towards a more constructivist philosophy, and the development of new media to support learning interactions have all combined to question the role (if any) for student models in current interactive learning environments (ILEs). In this paper we will explore the new role of student models by considering the lessons learned from five Lancaster projects (SAFE, EPIC, PEOPLEPOWER, CLORIS and SMILE). The main issues revolve (as usual) around the questions of control and learning objectives.