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Workplace learning has traditionally been conceived as a result of technological and organisational changes, and is supposed to occur in accordance with the economic rationale of the enterprise, that is to improve efficiency and quality and to innovate. The connection between learning at work and learning in educational institutions has been looked at from a political focus as well as a theoretical focus, with the urge to link learning and work calling for an analysis of the learning environments. In this paper it is argued that analysis of learning at work should include aspects from three approaches: (i) the technical and organisational environment of production; (ii) the social negotiation of meaning in communities in the workplace; and (iii) the individual biographies of the learning employees.