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This chapter, which is based on a program of research in workplace learning that was undertaken over the last decade, conceptualises workplace learning as legitimate learning environments on their own terms. It proposes how initial and ongoing development of vocational practice throughout working life may best proceed and how workplaces should be conceptualised as learning spaces. The implications for policy and practice are also identified, the key one being that the promotion of learning throughout working life is a responsibility to be shared by government, industry, enterprise, teachers and individuals. Goals and actions to be undertaken by each of these actors to foster high quality learning at work are listed. The chapter concludes that in order to best realise the potential of workplaces as learning spaces, a reappraisal and broadening of the conceptualisation of what constitutes learning, and enacting the kinds of pedagogic practices that may be utilised to enhance the quality and distribution of workplace affordances, are necessary.