Much attention has been paid to formal pedagogic elements of the doctorate--supervision and other structured institutional provisions--but we know less about the role played by non-formal practices in doctoral students' learning. This paper explores the experiences of eight doctoral students involved in editing student-run journals. Editorship and reviewing manuscripts are presented as part of academic service--important yet overlooked aspects of academic work, which may be opaque to doctoral students. The analysis draws on concepts relating to workplace learning to understand what these student editors learned and how they learned it. It also pays explicit attention to learners' prior learning and experiences and the role these played in their editorial work. (Contains 1 table.)