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This paper offers a reflectively critical analysis of the theoretical basis of independent, or learner-managed learning, and the pedagogical assumptions which underpin it. It considers the potential for personal development through work-based learning, and the tensions for educators in addressing sometimes competing perspectives of personal and professional development in such programmes. In doing so it considers the use of learning contracts or ‘agreements’, linked to experiential learning and reflective practice, as tools to facilitate formative and emergent learning, rather than more rationalist interpretations. It concludes that the term ‘independent’ is misleading, as the learning process is the result of reflective dialogues with contexts and others. The context for the study is a foundation degree, a collaborative initiative between a university, five colleges of further education, responsible for the curriculum delivery, and five local authorities in which the colleges are located. These also provided the students for the programme.