The purpose of this article is to explore first-line managers’ experiences of workplace learning in elderly care, with a particular focus on the conditions for learning when entering a new workplace as the new manager. Qualitative interviews were conducted with 35 first-line managers from three organisations in Sweden. Four learning conditions emerged as being particularly significant for first-line managers: the managers’ previous professional experience, job-specific training, social support, and the joint repertoire of organisational arrangements. These conditions shifted in importance during the process of entering the workplace, and the way in which the conditions gave access to learning for different managers varied. The managers’ professional experience and others’ recognition of them had a considerable impact on their admittance to the new workplace. After the initial entry phase, the other three learning conditions became more significant and played a role in enabling or constraining the managers’ learning and becoming the new manager. One conclusion is that contextual and work experiences from elderly care were significant for learning during the initial phase and in order to gain access to workplace learning. Another conclusion is that high expectations and great responsibility were placed on the managers to satisfy their own learning needs. This implies that professional, social and emotional support that is received informally is just as significant for learning as formalised training for entering a new workplace as a new manager.