Purpose: This paper aims to explore how gendering of the learning environment acts to shape the design and outcome of workplace learning. The primary intention is to reflect on the idea of gender-equal organizations as a prerequisite for workplace learning. Design/methodology/approach: A review of literature relating to gender and workplace learning was conducted with the relation between gender-(un)equal organizations and the design and outcome of workplace learning as the focus of the analysis. This was followed by an analysis of the characteristics of an organization that promote both adoptive and developmental workplace learning. Findings: The literature shows how the gendering of the learning environment acts to shape workplace learning, often by preventing development learning and limiting adoptive learning to already privileged groups. To facilitate development, workplace learning requires that organizations are guided by nuanced knowledge of work organization and strategically use workplace learning to challenge existing power relations; that they are not characterised by gender segregation; and that the presence and protection of gendered practices and identities do not dominate learning activities. Practical implications: Stressing gender-equal organizations as a prerequisite for learning requires stakeholders to integrate a gender perspective in the design of workplace learning. Originality/value: This paper contributes to the literature considering workplace learning by highlighting how gender-equal organizations constitutes a prerequisite for workplace learning and in defining a few basic characteristics of such organizations.