This paper explores how refugees learn at the German dual VET (GdVET) workplace. It looksat the interactions between Germans and refugees, questions what learning and working in agroup in the workplace means for the participants, and what factors support the refugees'learning.For this purpose, a framework of five spheres borrowing and combining elements fromWenger's (1998b) Community of Practice and Lave & Wenger’s (1991) situated learning isused. They allow to observe and discuss possible learning characteristics for refugees in aGdVET. These spheres are explored in a case study, a bakery factory. For this sake, a limitedparticipatory observation and eight interviews with Germans and refugees at the workplacewere conducted.Results confirm, i.a., the refugees' extraordinary motivation and commitment, highlighted inprevious research and media. Furthermore, the particularly striking loyalty the refugees holdfor their work domain is elicited and analyzed in the context of the refugees biography,experience, and development at work. It is found that the bakery's owner's role and his tirelesscommitment to equal opportunities and against racism play a significant identificatory role forthe refugees and their professional identification. Furthermore, the study shows that learning ina multicultural setting with vertical power relations also happens by non-verbal negotiationthrough observing the reaction of the others and testing out possibilities, roles, and participation. All of them leading eventually to a multicultural domesticated workplace to which all canfeel committed.