The purpose of the present research is to develop a theoretical framework which explores how knowledge workers learn their jobs and the role that using IT plays therein. The present research, based on theoretical underpinnings derived from the theory of legitimate peripheral participation (Lave and Wenger 1991), is an interpretive case study and is founded on the assumptions that problem-solving and learning are situated in practice, context-specific, and socially constructed. To develop further the theoretical framework, the author has gained access to a global strategic management consulting firm with offices in New York City where she is using ethnographic methods of interviewing and participant observation. The research is expected to have implications for training, mentoring and incentive policies for organizations operating in the IT-based, knowledge economy.