An integral characteristic of a learning organization is that it concerns its self with the individual learning and has a climate in which individuals are encouraged to learn and develop to their full potential. In such a learning environment individual learning can be harnessed and then transformed into organizational learning. The third level education sector in Ireland is undergoing rapid transformation and change and the need for survival in an increasingly competitive market place, has led educational organizations to actively encourage and facilitate teaching staff to engage in continuous professional development. Traditionally, the pathway to teaching in the vocational educational sector is based on the individual's industrial experience in a particular area of expertise. The undertaking of a formal teacher training programme has not been a prerequisite when embarking on a teaching career in this sector, which offers programmes with an applied educational focus. Teaching staff tend to enter on recruitment directly from industry without undergoing formal teacher training. Coupled with this a paradigm shift in education is taking place, away from the notion of teaching towards the concept of learning. Therefore, within this new emerging educational landscape it is imperative that teachers develop, refine and continually up-date their knowledge and skills in learning and teaching. This paper reports an investigative case study in which the approaches to teaching and learning are explored in the undergraduate degree in Hospitality Management, offered by the Dublin Institute of Technology (DIT). The study was undertaken with a view to facilitating the continued professional development of the teachers on the programme and, in particular, enhancing their methodological approach to teaching and learning. Students' attitudinal disposition towards delivering and assessment strategies on the programme and the extent to which these are perceived by students as contributing towards their learning is also examined. The focus of this paper therefore, is to help to guide the teaching team with regard to their understanding and development of the teaching and learning processes, and thereby contributing to the growth and development of the educational institution as a learning organization