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This article draws upon data collected in three empirical studies focusing on different aspects of post-compulsory education: a study of staff development officers in further education (FE) in the Midlands, an exploration of trainee FE teachers understanding of further education in a new university and, finally, a study of teachers and learners involved in General National Vocational Qualifications (GNVQs) at one college. All studies were conducted in England. The article explores constructions of learners and relates these to the policy context within which postcompulsory education and training (PCET) is placed. It also considers the notion of communities of practice, as well as core and peripheral participation as a means to interrogate these constructions of learners.