Community of practice provided the theoretical frame to study the Old Bedford Village crafts persons as they reproduced lifestyles of a Southern Alleghenies rural village from 200 to 300 years ago in early America. This study sought the "how" and "why" Old Bedford Village crafts persons engaged in learning processes as traditional knowledge and tools disappeared with time. The overall practiced craft from this community of practice consisted of historical reenactments using the traditional trades and tasks as mediums to explain these former lifestyles. Learning processes were examined to generate data from four areas: 1) skills development from participation in practiced activities and reification indicators, 2) informal learning practices and outcomes, 3) the importance of tools, machines, and resources, and 4) local voices to carry out opportunities for cultural heritage preservation. Conventional ethnography permitted engagement in hands-on activities and allowed for the observations of activities and craft-related processes. Semi-structured interviews were conducted with 17 Village crafts persons. Old Bedford Village archives and newspaper articles supplied secondary data source information. QSR International's NVivo 9 qualitative data analysis software was used to analyze data from interview transcripts and observation field notes. Findings held mixed support for the community of practice concepts. Data patterns and generated themes addressed this study's research questions. Implications provided insights for communities of practice ahistorical limits, power and boundary management, including expanded informal learning opportunities, and opportunities for learning in changing and evolving cultures and societies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]