This thesis is an exploration of informal learning in a voluntary group. The research identified a large body of learning which has been done over an extended period of time by a group of people who have been motivated to learn in order to do. This learning is both implicit in their stories and explicit in their descriptions of their learning through their work for the group. This research demonstrates that the group’s learning extends in both directions between the workplace and the voluntary group, and between this voluntary group and others. It also identified some key formal and non-formal learning in the group and demonstrates that informal learning is a powerful source of learning. The taken-for-granted nature of informal learning has also been encountered. Attitudes, understanding and beliefs form both part of the learning and of the motivation for the learning and the doing. However, unpicking the learning from the doing, unpicking the knowledge and skills from the attitudes, understandings and beliefs in that learning, unpicking the what and the why from the how have been difficult and subjective. The extent of the informal learning uncovered in this research lends weight to the argument that informal learning is the most significant learning situation and it challenges the definition of informal learning as a residual of formal and non-formal learning. This research has implications for adult and community education policy as it clearly demonstrates the importance of informal learning. It may also have implications for other volunteer groups who want to obtain state funding.