Research suggests that work-relevant learning occurs largely on the job. However, in many situations workers do not learn nearly as much as they might. The “three stances” model helps to explain why. When someone undertakes a task, the person may adopt a completion, performance, or development stance, reflecting a range of organizational and personal influences. The completion stance prioritizes speed and good-enough performance, with little learning. The performance stance invests in high-quality results this time around, with learning generally a strong side effect but not a deliberate agenda. The development stance reaches for high-quality results this time around, with the additional goal of improving later performance. Unfortunately, workers often opt for stances that generate less learning, due to organizational culture, personal attitudes, and the character of the tasks themselves. The stances model suggests ways to counter this tendency and enhance learning from work.