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This paper focuses on the primary findings from a project that draws on the hypothesis that, for those with interrupted work histories, tacit forms of personal competences are frequently under-recognised and underutilised in work re-entry. The project looks at recognition of tacit skills and knowledge and the effect of this on work re-entry. Case studies were developed from interviews and interview data were analysed using the Dynamic Concept Analysis (DCA) method. DCA assists in the analysis of data using conceptual models based on information about concept relations in adult learning. The authors suggest that modelling of learning processes for adults with interrupted occupational and learning careers can identify ways in which recognition and deployment of tacit skills enhances learning experiences and outcomes as learners move between college and workplace settings.