Apprenticeship is a long-valued form of workforce learning. Historical models of craft apprentices learning a trade from a master have prevailed for centuries. Over the last decade, apprenticeship programs have proliferated in industrial sectors and in corporate settings (Department of Labor Registered Apprenticeship Partners Information Database System, 2021; Gallup, 2024). These contemporary programs face challenges that are different from those in earlier renditions, so it is essential to understand how learning happens in these dynamic environments. This paper analyzes interview data from five participants to examine a US-based contemporary corporate apprenticeship program. The program provides full-time and fully paid learning and working experience for non-degree candidates, operating in 40 cities and employing over 2000 apprentices. Apprentices have formal and informal learning experiences throughout the program and are part of geographically dispersed teams via a predominantly virtual workplace. The analysis reveals how digital tools afford apprentices many benefits, such as access to broader networking, independent interest seeking, informal betterment with experienced others, and shared discovery with peers. However, it also reveals that situated learning in a project context and strong relationships with various experienced others are equally essential. These findings show how apprentices collaboratively engage in value-generating activities as mediated by technology and engage in networked learning.