Whilst the economic agenda continues to dominate adult learning policy, evidence from national surveys indicates that vocational and other learning opportunities continue to be unevenly distributed according to social class. This article argues that the concept of social capital can usefully be employed to increase participation for adults who do not normally engage in learning activities in the workplace. Drawing from research with low-skilled workers in Glasgow, Scotland, the article explores the relationship between social networks and workplace learning. It contends that the normative nature of workplace networks can operate to inhibit participation where learning is not integral to the norms of the group. It suggests, however, that workplace networks could positively reinforce, rather than inhibit learning and that they could easily be capitalised upon in organisations. Doing so requires trust at different levels and the article also addresses how this trust can be built.