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This paper features a case study of a workplace where new workplace practices are being introduced, and in particular, teamwork. Management and supervisors share a perspective about the new identities they want from their workers in this new team environment. It includes, for example, workers taking more responsibility, working 'smarter', increasing their skills (eg computers, literacy), working more 'flexibly', and finding greater meaning and satisfaction in their work. But this perspective is not shared by all workers. Many of these workers privately resist the new work discourse that is being imposed on them, and they resist the formal training that goes with it. This workers' resistance has implications for VET providers such as TAFE. It is suggested that, rather than impose formal training on workers, the focus instead should be on 'situated learning' (that is, situated within their work context), and in particular, 'informal learning', often involving assistance from fellow workers as 'mentors'. In view of the cultural dynamics of this particular workplace, these strategies are more likely to lead to successful education and training outcomes for workers.