While studies give much attention to the officially introduced Higher Diploma Program practices and effective- ness, little is known about the workplace learning activities and barriers in universities. This study is therefore aimed to capture the learning activities of instructors of Bahir Dar University, and the factors that impede their learning engagements. Accordingly, a total of 117 instructors from six academic units took part in the study. The results show that instructors heavily rely on self-learning activities, and internet searching predominates work- place learning. Formal training opportunities are perceived as inadequate and less relevant to instructors’ teaching practices. Generally, the university is found to be weak in promoting favorable conditions for instructors’ workplace learning. Furthermore, findings associated with the organizational level and individual-level factors that negatively influence instructors’ workplace learning are presented along with suggestions for better practice and further research.