This paper draws on our research into the relationship between apprentices and experienced workers in a range of private sector companies in England and Wales. This has led us to question the assumption behind situated learning theory that all novices proceed on a linear journey from 'newcomer' to 'oldtimer', with their progress dependent on the extent to which their participation is facilitated by the 'experts'. This concept of apprenticeship conceptualises the novice to expert journey as linear and incremental and is based on the assumption that 'old timers' are training and moulding their successors in communities of practice. All novices and all experts, regardless of context and background, are seen as the same. In this paper, we pursue two themes: a) we challenge the assumption that expertise is equated solely with status and experience in the workplace; and b) we challenge the concept of the novice. We argue that the concept of expert can mean different things in different organisational contexts. A company's approach to the development of individual capability is likely to be influenced by a range of factors including the way work is organised and skills are distributed. Our evidence is indicating that the pedagogical relationship is not all one way as apprentices frequently report that they are 'helping others to learn'; a role normally associated with experienced older workers. The activity of 'helping others' to learn new skills and gain new knowledge is widespread throughout out the case study workforces (including apprentices) and is not confined to specific groups such as managers or technical specialists. Furthermore, 'helping others' involves experienced and inexperienced employees in short, usually spontaneous 'teaching' sessions in which they pass on a wide range of knowledge and skills needed at work. This evidence shows that the roles young people play in the workplace are more complex than the 'novice' concept implies. In addition, we will also show that on entering the workplace young people have already acquired different types of skill and also have higher levels of education than many of the older workers with whom they will interact. Their level of 'expertise', therefore, has been shaped by their prior life experience. We will use our research to illustrate the ways in which some organisations make better use of this expertise because they create a workplace environment which encourages all employees, regardless of age and status to contribute their skills and knowledge and to cross boundaries. The paper will also show, however, that there are dangers in this as young 'experts' can be exploited and their personal development restricted because they become so useful in one area of the organisation. These issues are pertinent at an international level as in many countries, particularly in Europe, young people are remaining in full-time education for extended periods and couple this with part-time work experience. The paper will discuss the implications of the research for workplace pedagogies, the design and implementation of work-based training programmes such as apprenticeship, and for workplace learning more generally.