Situated learning theory posits that learning in organizations arises in the contexts and conditions of practical engagement, and time is an important dimension of activity and context of learning. However, time has primarily been conceptualized as an internal property of communities, buffered from social and organizational temporalities that shape rhythms of working and learning. This article examines how external temporalities affect situated learning through case studies of technical after-sales services. A situated learning perspective posits how new understandings are constructed from a broad assemblage of resources and relations. These resources and relationships are to a large extent governed by external temporalities that influence opportunities for learning through everyday work. We highlight temporal structures as an important mechanism guiding or obstructing the development of new understandings, and we conclude that a temporal perspective on situated learning holds important implications for practice and further research.