To meet the goals of business education, educators need to design networked learning environments that support students in connecting with their peers, teachers, industry and community. This chapter investigates factors that support or inhibit students’ participation in networked learning. Using Hachmann and Dohn’s (2018) situated readiness framework, it presents an analysis of focus group data from business students in higher education to identify ways in which their level of readiness impacts on their ability to participate effectively in learning networks. Not surprisingly, students highlighted a range of challenges associated with traversing between face-to-face and online learning environments. However, they also highlighted challenges associated with traversing several other situations or contexts as part of their networked learning experience. These situations were grouped into five categories: domain; space and configuration; format, structure and resources; people or groups; and purpose and responsibility. Overlayed onto the situated readiness framework, these categories can be used by other researchers to gain a more nuanced understanding of how students navigate the complexities of networked learning environments. Findings can support practitioners in considering how to equip students with skills and dispositions they need to participate effectively in complex learning environments on their journey to becoming responsible business leaders.