This study examines the relationships between updating behavior and variables that represent key learning-related factors - context, cognition, and motivation/affect - as they are described n the lack of knowledge experience. Seventy-five technical professionals exployed in the Israeli high-tech industry described in detail incidents in which they lacked knowledge. Analysis revealed that updating behavior was higher when lack of knowledge was experienced in the course of task performance (more than during a meeting). Updating was associated with learning motivation. It occurred when the lack of knowledge was visible to others through one's behavior, and when the individual attributed this lack to past avoidance. Implications of these findings for supporting individual learning in organizations are discussed.