The workplace is becoming a site of learning for employees; aiming to equip employees with the skills and knowledge demanded by the workplace. Prior studies revealed that training and development efforts in the Ethiopian public sector were mainly ineffective; having a top-down nature by forgetting the informal learning. This research had the objective to assess civil servants’ Workplace Learning (WPL) practice, the learning potential of regional bureaus’ workplace, SDLR of civil servants’, and challenges facing civil servants to engage in WPL. To achieve these objectives the researcher used a mixed research approach by collecting data through questionnaires, interviews, and document analysis. The quantitative data were analyzed using descriptive statistics and inferential statistics. The qualitative data were analyzed by narration and presented thematically. The finding includes: (1) 98% of sampled civil servants in ANRS bureaus reported that they are engaged in WPL and the most frequently used learning methods are reading books and manuals, searching the internet, asking colleagues, and participating in different pieces of training. (2) Regional Bureaus’ work environments have above average score of the Learning Potential of the Workplace and there is no statistically significant difference among 10 regional bureaus in the learning potential of the workplace. (3) The sampled civil servants in regional bureaus have above average Self-directed Learning Readiness (SDLR); the average SDLR score of civil servants working in the Agriculture Bureau is lower than their counterparts working in the other five bureaus. However, there was no statistically significant difference in the average SDLR score of civil servants because of their sex, age, salary level, work experience, and level of education. (4) Challenges facing civil servants to engage in WPL include personal factors (lack of interest to learn as a result of the difference in the perceived importance of WPL, lack of cooperation among colleagues, and lack of time) and workplacerelated factors (i.e. lack of effective monitoring, supervisors’ inefficiency to facilitate learning, and the presence of restrictive working culture). Based on the findings, some recommendations are forwarded