Apprenticeship models of learning are based on the principle that students participate in more advanced individual activities and thus stepwise get part of the respective community of practice. This process ensures that students not only acquire knowledge, but also the ways of thinking and problem solving in communities of practice. Apprenticeship models are prototypes of situated learning approaches though most ideas had already been proposed by German Reformpädagogik (educational reform) theories a century ago. Two ways can be differentiated through which apprenticeship can positively affect school learning. In a microanalytic perspective, the design of teaching and learning activities and social interactions can be shaped in order to foster crucial processes (modeling, coaching, scaffolding, fading out; articulation, reflection, exploration). In a macroanalytic perspective, the implementation of school learning processes into larger social contexts (e.g., learning cultures; embeddedness of learning contexts in the employment system) can be supported.