This research took place in a U.K. higher education institution. It was concerned with the professional learning of academic staff and examined what enables and encumbers work-based professional learning. A two-stage photovoice methodology was chosen because it presented two advantages. First, it was the best way of including participants in the research itself. Second, it provided rich data which could not otherwise have been accessed. In the first stage, participants took photos of significant places and objects in their working environment. In the second phase, they selected, presented, and reflected on the images which best reflected their professional context. The researcher then analyzed these data using relevant perspectives drawn from contemporary theory. The research shows how photovoice in participatory research can both inform us about complex learning contexts and empower individuals to recognize and reflect on key aspects of their professional practices and environments.