No fabrication shop devotes itself solely to developing its employees’ expertise, Howe’s included. For one thing, there’s no set curriculum designed to scaffold knowledge development over weeks and months. Each workday isn’t replete with one-to-one interactions with an expert. This chapter builds upon Chapter 3 , exploring the limitations of learning in a workplace setting, as opposed to a classroom. First, I discuss imperfect projects for learning, those that contain too many tasks beyond my knowledge and that therefore prompt mistakes. I also discuss Jim’s occasional impromptu lessons on unfamiliar tools and processes, lessons that almost always fail to target my ZPD and thus usually don’t generate much learning beyond knowledge that the tool or process exists. Here I also discuss how, for someone with novice-, advanced beginner-, or even competent-level knowledge, it’s difficult to envision a project’s potential pitfalls; such envisioning accords with Jim’s 7Ps doctrine: proper prior planning prevents piss poor performance. Finally, I explore how competence develops nonlinearly; during deliberative practice, setbacks invariably arrive after hope-inducing advances.