The ‘coming-to-know’ experience is identified as lifelong learning that is influenced not only by the craft, but also by an implicit desire to create. This desire to create is synonymous with getting the feel of various tools and materials and how they can be most effectively used, supported by various and diverse communities. This results in a state of implicit knowing that, although difficult to define, is nonetheless real. I explored this ‘coming-to-know’ experience using a blended approach of narrative research and micro-phenomenological interviewing to give an account of key moments in the ‘coming-to-know’ experience of the craftsperson. I interpreted rich data from craftspeople already recorded, as well as observations and in-depth interviews with craftspeople, to identify key learning moments in their ‘coming-to-know’ and mastery of their craft. In doing so, this thesis shows that their understanding of learning and curiosity are constants, shaped by many factors that contribute to the craftsperson’s desire to create and leave a legacy that is part of a living lineage. My findings show that a blended methodology is helpful in offering a rich tapestry of data, where micro-phenomenological interviewing is interwoven with narrative data collection to provide a rich account of key moments in the craftsperson’s ‘coming-toknow’ experience. The methodology enabled me to engage fully and critically with the key authors in both the craft literature and the embodied knowing literature, giving a comprehensive description of factors that influenced and supported the craftsperson, some of which have already been identified in the literature, and others which were revealed through micro-phenomenological description.