The Teaching Firm project examined the process and role of informal learning in seven high-performance work organizations in the manufacturing industry. The working concept of a teaching firm was defined as "an environment in which teaching and learning are institutionally and culturally embedded in the organization and are perceived to be beneficial to both the firm and the individual." The following were among the data collection activities conducted: shadowing and observation followed by interviews; individual in-depth interviews; focus groups of 1-12 participants each; and a survey of 899 individuals. The following were among the key findings: (1) the primary drive for informal workplace learning is the need for employees to meet larger organizational and individual goals; (2) organized work activities were the primary setting for informal workplace learning; (3) contextual factors play an enormous role in the overall frequency and quality of workplace learning; and (4) educators were able to identify gaps between school- and work-based learning, which often motivated them to change their educational approach. (Fifty-five tables/figures are included. The bibliography contains 32 references. An appendix of economic analyses presents 16 tables. Discussions of the study findings' implications for firms, K-12 education, community and technical colleges, and economic development conclude the document.) (MN)