Being educated in workplaces can be viewed as interdependent with work. Learning in these contexts is thus an important component in the educational pathway for construction apprentices in Sweden. This paper is contributing to increase the understanding of workplace affordances by using a theoretical framework of a workplace curriculum. By interviewing apprentices in the end of their apprenticeship education and perform a survey, the apprentices view on the affordances provided in their workplace is displayed. The result show that high complex task both challenges them as well as contributing to an enhanced learning situation. Further, being able to be a part of and understanding the building process is thus seen as a key competence. Hence, they are encouraged to develop new methods and solutions to problems in order to rapid up the production and thus being a part of the community. So by working i.e. being educated, they are able to go beyond their well-known competence by interaction with more experienced co-workers and the affordances provided in the workplace.