Fire and rescue operations in tunnels constitute unusual and complex working environments for first responders. The ability to make correct decisions, based on the tunnel's specific characteristics, demands welltrained incident commanders equipped with sufficient knowledge and skills. The potential catastrophic consequences of tunnel fires have increasingly become a societal concern, with a growing demand to increase safety and emergency response management in European tunnels. However, from the incident commanders' perspective, learning in tunnel fire safety remains a relatively unexplored area. The current learning activities for tunnel fire response are limited and place no specific requirements on the content, instructional techniques and necessary level of competence. Designing learning activities requires careful consideration of what, why and how learning occurs. To enhance incident commanders' competence and ensure adequate emergency response during incidents in tunnels, the European Commission recently supported the development of an educational programme. As part of this programme, a pilot course was developed for incident commanders and carried out in Stavanger during the fall of 2021. The designers had a strict focus on parameters enhancing learning, based on a vocational learning model. This article presents the design and results from the pilot course and the mechanisms that are most likely to promote and inhibit learning. Results show that learners must be engaged in activities that emphasize problem-solving abilities and critical reflection, to enhance their ability to make sense of complex situations and subsequently act effectively. Furthermore, sharing experiences requires an open atmosphere of communication and the encouragement of creativity.