With e-learning being increasingly recognized as effective in supporting professional and organizational performance, much needs to be known about e-learners' experiences and its influence on the performance on individual and organizational levels. This Interpretative Phenomenological Analysis study explored learning experiences of e-learners embedded in the dynamic learning context of a Hong Kong based consulting firm, shedding light on the potentials of aligning individual learning goals with those of organizations. Employing the theoretical framework of Pintrich's (2005) Self-Regulated Learning model and Nonaka's (1996) Organizational Learning model, the qualitative study interviewed eight participants from different departments. The results underlined not only the nuanced subtlety that made organizational e-learning a personal experience important to individual e-learners but also a shared experience vital to organizational knowledge creation, performance and development. The findings embodying meaningful themes relating to motivation, adaptation/ navigation, and interaction entail significant implications for educational and organizational theory and practice. The knowledge generated would be beneficial to the organization and its wider community where new knowledge is created and cognitive growth cultivated. [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.]