Since Nonaka proposed the SECI model centered on the conversion between tacit knowledge and explicit knowledge, "knowledge management" rapidly spread as a new management technique. However, despite such proposals, reports on knowledge management indicate that the failure rate of knowledge management projects in corporations reaches 50%. This is because the perspective of knowledge management has focused on classifying and managing knowledge rather than on organizational members who are the subjects of learning. This study, based on the perspective that views learning as part of organizational members' everyday lives, sought to examine specific individual experiences by regarding learning as part of daily routines for performing given tasks. To achieve this research purpose, this study employed hermeneutic phenomenological research methodology—a qualitative method for studying lived human experiences—to describe the concrete learning experiences of organizational members. This study was conducted through the analysis of 760 pages of interview notes collected from a total of 40 in-depth interviews (ranging from 2 to 7 sessions each) with 14 research participants from June 2003 to October 2003. As a result, eight essential themes were derived. The first theme expresses individuals' cognition regarding why they learn; themes 2 through 4 address essential themes concerning members' experiences in mandatory knowledge sharing imposed by the organization. Although starting from mandatory knowledge sharing, as members acquired knowledge they needed, they came to feel gratitude toward colleagues for knowledge sharing, and ultimately recognized that sharing also benefits themselves. Theme 5 indicates that even when systems exist, individual learning through personal networks continues to occur; however, as shown in themes 6 and 7, the shift in perception—that sharing one's knowledge ultimately serves oneself—changes attitudes toward the organization and manifests as active knowledge-sharing activities as described in theme 8. These themes provide an understanding of how research participants transform from initial mandatory knowledge uploading to voluntary learning communities, thereby enhancing the significance of voluntary learning in organizations.