Current theories of learning hold dominant assumptions about the type and scope of knowledge and skills taught in formal courses that prepare novices for professional practice at work. In performing arts educational contexts, a common emphasis continues to hone individual performance skills in order to gain technical mastery and to differentiate competitively against others. This paper analyses a case study of an alternative educational programme developed by a major orchestra, which serves to induct young players into becoming professional orchestral musicians. This analysis reveals the multiple kinds of learning that it is claimed can only be gained from context-sensitive participation in orchestral practice at work. Six distinctive features of this practice-based learning are discussed and implications drawn for how well the various main theories of workplace learning account for the types of learning identified in the case study. This paper concludes with some observations on what these findings suggest for Vocational Education and Training (VET) in general. (Contains 2 tables.)