Aim: This paper describes the development and psychometric testing of the Clinical Learning Organisational Culture Survey (CLOCS) that measures prevailing beliefs and assumptions important for learning to occur in the workplace. Method: Items from a tool that measured motivation in workplace learning were adapted to the nursing practice context. The tool was tested in the clinical setting, and then further modified to enhance face and content validity. Participants: Registered nurses (329) across three major Australian health facilities were surveyed between June 2007 and September 2007. Data analysis: An exploratory factor analysis identified five concepts - recognition, dissatisfaction, affiliation, accomplishment, and influence. Validity and reliability: Internal consistency measures of reliability revealed that four concepts had good internal consistency: recognition (a = .914), dissatisfaction (a = .771), affiliation (a = .801), accomplishment ( a = .664), but less so for influence ( a = .529). Results: This tool effectively measures recognition, affiliation and accomplishment - three concepts important for learning in practice situations, as well as dissatisfied staff across all these domains. Testing of additional influence items identify that this concept is difficult to delineate. Conclusion: The CLOCS can effectively inform leaders about concepts inherent in the culture important for maximising learning by staff.