Workplace learning is central to higher vocational education, yet its measurement remains fragmented across studies. Drawing on workplace learning theory and prior measurement work, this study tested a subscale-level higher-order structure of workplace learning comprising three theoretically specified dimensions: supervisor support, peer support, and reflective practice. Survey data were collected from 385 final-year higher vocational education students in eight vocational colleges in Shanghai, China, all of whom had completed workplace learning placements. The analysis followed a two-stage model-testing strategy. First, item-level confirmatory factor analyses were conducted within each multidimensional scale as preliminary checks of the adapted instruments. Second, 15 subscale means were used as parcels to test the three-dimensional and higher-order workplace learning models. The three-factor parcel model fitted the data well and outperformed a one-factor alternative, chi-square/df = 1.583, CFI = .971, TLI = .965, RMSEA = .039, SRMR = .039. The higher-order model provided an acceptable representation of workplace learning, with positive standardized second-order loadings for supervisor support, peer support, and reflective practice. Composite reliability and HTMT values supported construct reliability and discriminant validity, although several moderate standardized loadings suggest that some indicators could be refined in future work. The findings offer initial evidence for a subscale-level model of workplace learning.