In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations. An additional finding concerns the reporting of sequences of learning activities in the digital logs which is clearly different from the focus on single learning activities as found in most literature and as used in the questionnaire. Furthermore, the digital logs provided a fine-tuning of the concepts of "involvement of colleagues" and "experimentation" in relation to teacher learning. The study concludes with a critical reflection on both data collection instruments. Finally, implications for future research on how teachers learn are discussed. (Contains 6 tables and 3 notes.)