A study of disenfranchised learners in a regional area found that their engagement in formal education was influenced by their learner identities, their perceptions of themselves as learners, and the identity resources on which they draw. Understanding the disconnects between individuals', communities' and educational institutions' assumptions about learning engagement impacted on the types of identities on which learners drew and the efficacy of those identities in negotiating new learning experiences. Developing innovative and successful approaches to engage disenfranchised regional learners in training necessitates effective partnership and the recognition of diverse knowledge systems as they relate to the worlds of work, community engagement and learning. Social partnerships in learning frameworks were the key in describing the interactions between agents, they are the interagency and interdisciplinary relationships that enable effective learning in different disciplines, workplaces and training sites. Social partnerships in learning frameworks are used to examine diverse knowledge systems, develop capacity building processes and understand the underlying relationships that facilitate connections, engagement and decision-making between government, non-government, enterprise, community, stakeholders and individuals. This paper will examine disenfranchised learners' identities and the role of learning partnerships in developing strong learner identities and re-engaging regional learners.