Although researchers have recently focused on the nature of expertise, the link between learning and the development of expertise remains to be more fully explored. The purpose of this study was to analyze the different learning processes undertaken by novices and experts. Twenty semi-structured interviews were conducted with novice and expert nurses for the purpose of analyzing and comparing how their learning developed in clinical practice. Results indicated that novice learning is contingent on concept formation and assimilation. Novice learning is also framed by the feelings novices experience in the context of practice. Expert learning, on the other hand, was identified as a constructivist process using active concept integration and self-initiated strategies. Additionally, novices and experts identified different organizational factors that facilitated or hindered their learning. Experts were able to articulate systemic issues that affected their learning, whereas novices identified disparate individual issues. Implications for research and practice of continuing professional education are examined.