All of the placement sites, with the exception of the discount department store, were focused on learning rather than teaching, presented the students with an immediate understanding of the job they performed, had opportunities for improvised practice, and allowed the students to learn to do practice and not to simply learn about practice. For example, in the childcare, Rouda, Martha, and Nadine worked alongside staff with the children from the beginning of their placement until the end. While each was given different levels of responsibility, autonomy, direction, etc., none were removed from the setting when engaging in learning activities. In other words, they were not sequestered in a room learning how to read the words to a song they had never heard or never witnessed being sung in order to prepare to sing it with the children. Instead, they were part of the circle when the song was sung, they tried singing along, they saw the purpose of the song in relation to the activities of the day (to quiet the children before nap time), they were given the words to the song and practiced reading them with a staff member—Rouda even sung the song at home, and had her children help her. Finally, Rouda and Nadine each tried to lead the song on their own. If words were forgotten, the voice of another staff member piped up to fill in the silences. In this way, they were engaged in a community of practice to become a song leader.

While the framework was in place to support a community of practice at each placement, whether or not the students become a part of one was less sure. Unlike the coffee shop, which had instructors and students actively working to foster a dynamic, supportive, and valued learning experience, the employees and supervisors hosting students at the various placement sites did not necessarily share this perspective. Many were not directly involved with the negotiation to become a placement host. This was often done with more senior management staff (as in the case of the grocery store and discount department store). In addition, there was no formalized process to support the placement host in what may be an unfamiliar role. As a result, the ability of the students to participate in a community of practice was mostly dependent on the employees and supervisors.

The learning goal of the placements was to help students acquire knowledge about workplace culture and practices. The intent was not only to learn the practical skills, but to also learn more about how to fit into a workplace, how to communicate with employees and supervisors, and how to begin to feel like an employee.