This study explores learning and recognition frameworks for domestic violence workers in four countries, the UK, USA, Australia and New Zealand. In analysing these programmes, my aim is to generate relevant knowledge and theory that can be used to inform an accredited learning programme for domestic violence workers and organisations in Ireland. This study is located within a feminist research perspective that sees feminist research being connected in principle to struggle for social change. A multiple cross cultural case study was chosen as the research method. Employing a multiple case study as a research strategy, I analysed information from nine organisations that run accredited learning programmes for workers. Two distinct approaches were found. The first approach provides a model which embodies characteristics of situated learning in a community of practice. The findings of this study are that this approach enables domestic violence organisations to include learning about the social change role of the domestic violence movement as well learning about the identity of self and movement in relation to socially constructed inequalities and oppressions. The second approach is a model where programmes are mapped to national vocational education and training structures. Analysis of the findings suggest that accredited learning for domestic violence workers delivered within this context may constrain learning about the political aspects of domestic violence work as they impact on social change work and internal power relationships. The primary conclusion of this study is that a model of situated learning in a community of practice can include formal recognition for domestic violence workers‘ experience and learning. Such a model of accredited learning synthesises feminist responses to male violence and feminist pedagogy to create a learning environment in which the domestic violence worker can become a competent member of a community of practitioners and of political activists concerned with social change.