With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed. AbstractWith the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as there is also agreement that greater consistency and clarity around the constructs and measures used in team learning research are needed to systematically advance knowledge in this area.Our goal in the current chapter is to provide a review and integration of the research that has been conducted on team learning over the past two decades. We seek to illuminate what we know about the process of team learning, the outcomes of this process, and the factors that shape it. In particular, our review makes a clear distinction between team learning processes, and the knowledge and other emergent states that result from the process, that ultimately shape team effectiveness. Review Structure and FocusGiven the different conceptualizations of team learning that have been introduced in the literature and the divergent perspectives that have been used to explore the construct, it is Team Learning 5 important to clarify the scope and structure of our review. Our purpose is to review the literature that has examined the learning, development, and adaptation of teams, which have been defined by Kozlowski and Bell (2003, p. 334) Although we adopt a multilevel perspective of team learning and acknowledge its connections with individual an...