This study focuses on learning in a hunting team–a context that is not explicitly organised for learning but requires both formal and informal learning to take place. The purpose is to explore the dynamics of how hunters learn to hunt. The study was conducted in a rural area in northern Sweden using a focus group method. The theoretical framework consists of a combination of situated learning and lifelong learning theories. Situated learning emphasises the contextual and social dimension of learning, while lifelong learning draws attention to a wider context and learning as a lifelong process. The findings reveal a movement from the hunter’s sense of free exploration at a young age, via their reflection on changes over time, to a more abstract orientation when transferring knowledge to others. To support the individual’s learning process, variation in content, interaction, and type of situation is required. The results of this study highlight the richness of the concept of ‘lifelong learning’, including the different modes of development that lifelong learning embraces, especially those that go beyond learning in formal educational contexts.