The article discusses blended learning and how various delivery formats affect the way learning is situated in work-life practices. The authors approached this issue through an empirical study of an in-service training programme for middle-level managers in a number of case organisations. The programme used a combination of e-learning, textbooks and face-to-face seminars. The conclusion reached is that a purposeful blend of delivery modes and technology systems can situate learning outside the daily work location and at the same time facilitate the creation of communities of practice embedded in daily work experience. It is further argued that inflexibility can be a necessary for creation of such communities. (Contains 5 tables.)