Understanding the relationship between the knowledge required for work and how it can be learnt through workplace activities is a key concern for the development of the initial and ongoing development of professional capacities. This chapter discusses the use of critical incidents in workplaces to understand the kinds of knowledge required for workplace performance and how that knowledge can be learnt in and through work, including which kinds of that knowledge requires specific pedagogic interventions to be learnt, either in the workplace or elsewhere. The critical incidents are used to identify three kinds of workplace incidents - in which performance has been successful, required support or was unsuccessful - to illuminate and analyze the kinds of knowledge required for work performance (i.e. conceptual, procedural and dispositional), and how that knowledge be best learnt. Examples from three different areas of food production company (i.e., customer advisory centre, extrusion plant, and packaging area) will be used to illustrate the data gathering and analysis procedures. Implications for education and training are derived from such findings, and indications provided of how such findings can inform policy about adults’ learning and development.