In this paper, I show the relevance of using Activity Theory in the study of situated literacy. In order to do that, I draw on ethnographic data collected during a six-month period that focuses on the literacy practices of a warehouse administrator who studies on a work-basis for the completion of a National Vocational Qualification in the UK. The employee’s work context and the process of studying for a qualification are examined here as two distinct activity systems, within which various literacy events are enacted and literacy practices are developed. The result is a detailed study of the interaction of these two activity systems, and it becomes clear that work practices and qualification practices are connected in many ways. One of the most important connecting factors is the vocational portfolio, which acts as a boundary object between the two distinct yet highly recontextualising activity systems.