Much learning in adulthood is informal, social in nature, and firmly embedded in the life context of the learner. It takes place in social groups engaged in a common practice. One model for considering the learning that takes place in social groups is Wenger's notion of communities of practice. In a community of practice, learning, practice, and identity development are intertwined. The purpose of this study was to investigate learning in a marginalized community of practice—that of witches. Twenty witches belonging to several different covens, or communities of practice, were interviewed. Data analysis revealed (a) a trajectory of participation representing movement from the periphery to the center of the group; (b) learning in practice that is experiential, that combines formal and intuitive knowledge, and that is spread across the group; and (c) an identifiable process of identity development in becoming a witch. To some extent, the marginality of the community shaped the group's learning and practice.