As organizations increasingly utilize teams to accomplish organizational goals, understanding why and how teams learn and how they use what they learn is of growing interest to scholars and practitioners. Team learning is defined as activities that teams engage in to acquire, share, and combine knowledge. This is typically an ongoing process for teams that includes reflection and action. Common team learning behaviors include sharing information, asking questions, seeking and giving feedback, reflecting on performance, and discussing errors. Team learning is seen as a process that facilitates meaningful team outcomes such as effectiveness, performance, innovation, and creativity. The most commonly studied antecedents of team learning include team psychological safety, team composition, team training, and leadership. Team learning can also be viewed through an emergent state lens, commonly known as team cognition, which captures how individual knowledge emerges to become shared or utilized effectively by teams. As many scholars use the terms team and group interchangeably, we generally include work on both team learning and group learning in this bibliography. However, we do focus on teams and groups specifically within organizations. While some empirical work may use samples that include students, this review largely excludes work from educational research on how student groups learn, how teachers teach groups, and how individual students learn in a group or team context.