This thesis extrapolates lessons on work-based learning from a learning programme delivered by an Institute of Technology in a hotel between November 2009 and April 2011. Delivery of work-based learning to line employees involved multiple interactions between the Institute and the hotel. By focussing on these interactions, this thesis exposes dialectical tensions which largely emanate from the hotels operational imperative, but are also provoked by the academic institutes approach to delivery of learning in the workplace. Design/Methodology/Approach In order to gain a better understanding of delivery of work-based learning in a medium-sized hotel, this empirical research employs an inductive case study evaluation (Yin, 2009). Qualitative data are gathered through document review and semi-structured interviews. Stewart and Rigg’s (2011) theoretical model for design of learning solutions is used to scaffold emergent findings. These interpretative findings are then considered by experts from tertiary education and the hospitality, tourism and leisure industry, using a Delphi study. This refractive exercise with subject matter experts informed analysis of the findings, and facilitated ‘analytic generalisations’ (Yin, 2009). Findings This research reveals internal dichotomy between human resource management (people development) and operations management (systems focus) in the hotel, reflecting oscillating power tensions emanating from normative values within this establishment. The findings demonstrate that completion of a work-based learning programme may reshape self- identity and perceptions, but also risks rupturing the safety of the familiar (Zemyblas, 2005). Higher Education discourse around work-based learning encourages contemplative values; however these values are not embraced by operational management in the hotel. Overarching issues, such as accreditation and pedagogy, encourage discursive mismatches and inertia between the Institute and the workplace. These issues are compounded by absence of support resources for academics and delivery mechanisms for work-based learning.The study recommends closer tangible binds between current government agency policy and institute rhetoric to reduce the level of risk associated with work-based learning at meso (institutional) and micro (individual) environment. Originality/Value An important contribution of this research is an understanding of what work based learning actually involves and the impact of those actions. More can be gained in understanding work-based learning by researching actual behaviours rather than descriptions of potential. This research makes a contribution to defining this aspect of higher education in Ireland, and to developing a set of performance standards in delivery.