Learning experiences in the circumstances of work (i.e. where work is undertaken) are becoming increasingly discussed, included in educational programs at all levels, and seen as a key means for addressing individuals' learning across working lives. These experiences are also now being directed to a widening range of personal, workplace, community and national purposes. These include: informing individuals about particular occupations, developing capacities for practicing those occupation, meeting specific workplace performance requirements, and sustaining occupational and workplace competence across lengthening working lives. These wide ranging purposes are now being informed by a growing n expansivewidening range of disciplines and advances within them. Developments within disciplines informing understandings of learning have emphasised the salience of engaging in authentic goal-directed work activities, and in settings where they are practiced and being guided by more expert partners. Yet, more needs to be understood so that practices associated with utilising learning experiences through work can be maximised. Consequently, some emerging conceptual advances that assist and inform these understandings are proposed here. In addition, procedural concerns associated with curriculum, pedagogic and personal learning practices are also identified.