Since the 1990s the system-wide introduction of vocational learning programs into schools has now created the need for students to blend their learning experiences gained from previously discretely organised institutions such as schools, TAFEs, and workplaces. This has created new challenges to how learning needs to be conceived by students as they are exposed to potentially different conceptions of learning held by each of these institutions. This paper explores the significance of differing institutional conceptions of learning for the students who undertake these pathways. It examines potentially conflicting messages about learning that students must overcome if they are to be successful. The paper concludes by proposing that engagement with and understanding of a broader set of conceptions of learning is an opportunity for the enhancement of student experience.