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The purpose of this paper is to discuss how kindergarten, as a learning arena equal to a university college, creates learning spaces that engage or intervene in the professional learning of student teachers in early childhood education.

This paper is based on narratives from students in work-based education.

The paper addresses the complexity of education by outlining how the concept of learning is applied in earlier research on work-based learning (WBL).

This earlier understanding is complemented this with two theoretical lenses (sociocultural and sociomaterial thinking) to analyse a constructed narrative from the students.

The two theoretical positions open up to examine knowledge development and potentially enrich the picture of learning spaces in experiential WBL, going beyond the student as an individual learner.