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This chapter presents research, based on activity theory, which seeks to create and analyse a new model for promoting developmental transfer in vocational teacher education. The model is called a ‘learning studio’ and seeks to foster innovative learning in vocational institutions where student teachers are working as teachers. Student teachers present their developmental projects to teachers and practitioners in health care and social welfare. The model is an example of boundary-crossing between a teacher education facility, vocational schools and workplaces. The data was collected in the Helsinki Polytechnic, School of Vocational Teacher Education. Using activity theory, the author analyses interaction in the learning studio through discussion of ‘boundary objects’. The object is a task or a problem that participants in the discussion are working with and that is developing and changing. The analysis looks at how these boundary objects were developed as tools for constructing an object for different participants, i.e. students, teachers and practitioners.