The concept of negotiation is often used in contemporary sociocultural and constructivist perspectives and theories of adults’ learning in and for work. It is used to bring a range of meanings to the description and explanation of work learning as an interactive process of active participation in and with the resources that constitute work. At its most fundamental, that interaction is between the worker and their context, between the individual and their immediate situation. At its most complex, that interaction is multiply enacted and dynamically experienced as all the resources – the personal, social, cultural, historic, material, and ideational influences – that shape work and workers’ engagement. These resources are variously mediating how and in what ways workers’ interactions can be observed, interpreted, and understood as the constant flux of reality. Across all these momentary and lifelong interactions, whether as concrete as hammering a nail or as abstract as metaphysics, the concept of negotiation supports understanding workers’ activities as interdependent with and relational to all else that is happening for, by, and to them. This support comes from the broad range of meanings the concept carries, particularly those meanings that evoke notions of joint activity in search of solution and agreement as the means of moving forward from a base of difference. Such joint activity is evidence of needing each other and needing to interact to accomplish something. So, negotiation comes to be synonymous with interaction and co-participation and, thereby, generally descriptive and explanatory of learning in and for work as social activity.