In this article we describe an instance of free-choice learning in the context of an eelgrass mapping and stewardship project (the "Project") that covers over 500 kilometers of coastline in British Columbia, Canada, and involves 20 volunteer groups. In this ethnographic case study we sought to (a) explicate the relationship between individual and collective learning in this free-choice setting and (b) understand how a network of "Project" participants could both constitute a free-choice learning setting and support such a setting. We articulate a dialectic relationship between individual and collective learning, which, unfortunately in our view, has not yet been explored in educational research. In this relation, collective learning fosters individual learning and vice versa, whereby individuals produce resources in action and as outcomes of their activities. These resources expand the action possibilities of the collective, and thus constitute learning. The stability of the network of "Project" participants, which brings about and supports collective and therefore individual learning, rests on the flexibility of the "Project" that enables local innovation and tailoring of mapping activities as well as access to expertise and tools produced by other groups and "Project" partners. The possibilities that arise in the "Project" for local people to participate in relevant ways constitute free-choice learning settings.