This chapter reviews part of the results of the application of an Argentina-Canada “Work and Lifelong Learning” (ArCaWall) survey that identifies education and training throughout life, conceived as the articulation and complementarity of various instances of education and training. On the one hand, education comprises formal and non-formal channels, which aim to offer a continuous training of the workforce. On the other, informal education in the workplace refers to the so-called “training in the job” processes and depends on the basic profiles of the occupied population, their educational levels and type of labor integration (Riquelme, 1985, 1998). The central content of this article is focused on the heterogeneity of workers according to a series of variables: their jobs, their social and occupational class, their opinions about the technological and organizational changes, the educational requirements of their jobs and the self-reported matching between those educational requirements and their own credentials. The article explores the motivations and perceived challenges in participating in work-integrated learning in the case of urban workers in Argentina.