In the literature, informal learning is considered to be of great importance to employees' development of workplace learning. The aim of this study, which involves respondents from a Swedish police education unit, was to contribute knowledge about Swedish police education teachers' informal learning as regards conditions for learning, learning activities and learning experiences resulting from their engagement in these activities. The results of the study are based on daily digital logbook notes made by 25 police and university teachers during one month and subsequent interviews with these teachers. The main conclusions can be summarised as follows: (1) the culture, structure and materials of the workplace are important parts of teachers' "conditions for informal learning"; (2) the teachers' "informal learning" activities are characterised by intentional learning, where supporting interactions with colleagues in their own teams and other, more knowledgeable, colleagues are highly valued. Furthermore, the most common triggers for teachers' informal learning are issues relating to pedagogy and digital technology, and face-to-face contacts with colleagues are preferred; and (3) the police teachers describe their learning experiences made in the course of informal learning activities as a transition from an instructor-based to a teaching-oriented approach, while the learning of the university teachers is focused on contextualisation of their teaching by integrating academic knowledge into the police practice. The article concludes with a brief discussion about the possibilities and limitations of informal learning.