Successful social enterprises develop innovative context‐specific solutions to social problems in resource‐constrained environments. To achieve this, they harness knowledge resources beyond their organizational boundaries to learn. Yet, there is limited understanding of the role boundaries play in learning. This paper investigates organizational learning in social enterprises from a boundary perspective. It studies the emergence and role of implicit boundaries in learning, critical learning mechanisms, and key agents involved. Following qualitative methodology, data were collected from four Indian social enterprises. Data structures were developed using analytical methods inspired from grounded theory leading to themes and theoretical inferences. Two implicit and dynamic boundaries—competence and social —were identified, which in isolation and through mutual interactions impacted learning. Their movement vis‐à‐vis the structural boundary of the enterprises was traced. Initially mutually exclusive, the two boundaries extended inwards into the enterprises from the external environment, and then moved downwards or upwards over time. Their sustained overlaps and interactions facilitated learning, with middle managers often playing a critical integration role. Specific boundary configurations, learning modes, and critical agents enabling learning are described. This study directs research on learning in social enterprises to specific boundary interactions. It highlights the significance of implicit boundaries, their multiplicity, and dynamism. It directs social enterprises to explicitly recognize the notion of boundaries, and develop competences and processes to manage them for effective learning.