Informal learning in the workplace is a critical yet understudied aspect of employee development. While formal learning receives significant attention, informal learning strategies play a crucial role in knowledge acquisition and skill development. Recent research highlights various antecedents of informal learning, including psychological and situational factors. However, the relationship between regulatory focus and informal learning strategies remains underexplored. This study investigates whether regulatory focus influences managers' informal learning strategies, an issue not previously examined. Additionally, it examines whether intrinsic motivation mediates this relationship. A quantitative study using structural equation modelling was conducted. Data were collected from a sample of 244 bank managers from Brazilian banks. Promotion orientation had a direct positive effect on cognitive ([beta] = 0.40; p < 0.01) and behavioural learning strategies ([beta] = 0.52; p < 0.01). It also had an indirect positive effect on behavioural strategies through intrinsic motivation ([beta] = 0.08; p < 0.05). Prevention orientation did not show direct effects on learning strategies but had an indirect negative effect on behavioural strategies through intrinsic motivation ([beta] = -0.04; p < 0.05). These findings suggest that promotion-oriented individuals are more likely to engage in informal learning, particularly using behavioural strategies. Intrinsic motivation plays a key role in shaping learning behaviours. Organisations should consider regulatory focus in designing learning environments to foster informal learning.