A study examined whether Australia's technical and further education (TAFE) institutes are currently learning organizations or on the road to becoming learning organizations. Data were collected through a literature review and a questionnaire administered to staff at two dual-sector universities, two metropolitan TAFE institutes, and two rural/regional TAFE institutes. Of the 79 respondents, 24.1% were general staff, 65.8% were teaching/teaching support staff, and 10.1% were senior managers. The majority of respondents in all three categories agreed with the following statements: (1) TAFE staff are lifelong learners; (2) TAFE organizations are learning organizations; (3) TAFE divisions of dual-sector universities demonstrate the characteristics of a learning organization more strongly than single-sector TAFE institutes do; and (4) rural/regional TAFE institutes demonstrate the characteristics of a learning organization more strongly than metropolitan TAFE institutes do. The percentages of respondents who believe that their TAFE institute exhibits various characteristics of learning organizations were as follows: provide learning opportunities for staff, 91.0%; have a shared organization vision, 84.8%; are open to change, 79.2%; manifest interunit cooperation, 65.4%; offer team learning opportunities, 71.5%; and develop human capital, 72.4%. It was concluded that, although the respondents considered their organizations to be learning organizations, additional evidence is needed to definitively support that contention. (Contains 10 references.) (MN)