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This chapter critically discusses guided learning processes and outcomes within the context of vocational education and training (VET). The author suggests that vocational practice is socially constructed, thus VET should incorporate social learning methods. Guidance introduces a learner to knowledge that may be otherwise inaccessible. The author outlines implications for curriculum development by considering curriculum goals and participatory practices. Implications for teaching and learning are outlined with the aid of a case study in which guided learning is used by an experienced worker to introduce a new employee to the practices of the workplace. The complete volume is indexed at TD/TNC 77.461; individual chapters are indexed from TD/TNC 77.462 to TD/TNC 77.472.