The significance of the relationships among work, subjectivity and learning is proposed here as a means to understand how individuals are motivated to and direct their learning throughout working life. This, it is proposed, stands as a timely and necessary activity required to inform policy and practice, and also identify the kinds of conceptual premises that are needed to advance our understanding about learning through work and throughout working life. In this chapter, some premises for the discussion within this book are elaborated. These include the centrality of subjectivity in understanding the relations between the individual and the workplace in work and learning related activities, and the relationships among them. These terms are also elaborated from the author's perspective and discussed in terms of how they are represented across and within perspectives that inform considerations about work and learning. In concluding, a typology of conceptions of self are advanced as a way of illuminating different disciplinary conceptions and evolution of the concept of self. These different conceptions of self are intended to open out, rather than constrain, the important emerging discussion about the relations among subjectivity, work and learning.