In this article, I explain the practical learning challenges in distributed workplace learning (WL) that are engendered by distance and contradictory motives between distributed instructors. I draw lessons from an empirical study of the institution of a new profession in the British National Health Service that was operationalised through distributed WL. The practical learning challenges are explained from an activity-theoretical perspective to show the need for balance between work practice outcomes on the one hand, and theoretical and accreditation outcomes of learning on the other hand. I argue that the practical learning challenges in distributed WL are rooted in: (1) multiple sources of instructions and remote separation of instructors; (2) pervasive and stronger contradictions between instructors' motives; and (3) the coercion of learners' core participation towards outcomes of practical learning by immediate (or local) instructors. I propose, further, that reducing the strength of contradictions between distributed instructors and increasing the co-presence of the distant instructor are worthy strategies for managing distributed WL. (Contains 1 note, 1 table, and 7 figures.)