Teaching and learning in the high-technology workplace were examined through case studies of four individuals who were selected for study because they represented a broad spectrum of personal agendas, learning styles, and backgrounds. The employees' one-on-one meetings with their managers were analyzed to identify the kinds of lessons each employee received and how each responded. The following were among the key findings: (1) the bottom line-oriented, fast-paced, productivity-based culture of the corporation create a rather rigid framework for determining how learning takes place and for defining successful performance; (2) individuals whose learning styles, values, and behavior meshed with the corporate agenda were more likely to be successful, whereas those with divergent learning styles, values, and behaviors were likely to have much more difficulty learning what they needed to know; (3) because a concept of team membership is a powerful motivator to achieve, models for learning at work and in school should be based on a sense of team, shared purpose, and shared responsibility for each team member's success; and (4) educators should provide a safe learning environment where learners can avoid having their learning constrained by the fear of seeming stupid. (The bibliography lists 82 references. A field note index is appended.) (MN)