Using a grounded theory method, this dissertation seeks to discover how relationships impact organizational generative learning. An organization is a socially constructed reality and organizational learning is situated in the process of co-participation. To discover the link between relationships and generative learning this study considers the triadic relationship of organization, culture, and learning. Further, since learning often creates and sustains patterns of culture, the study considers both organizational culture and learning culture important elements for understanding the central phenomenon. For the purpose of this study, the definition of learning is knowing plus reflective doing. This study includes both formal and informal learning in connection to relationships. Generative learning is defined as "learning that enhances our capacity to create" (Senge, 2006, p. 14). This study seeks to discover how 3 participant organizations create cultures conducive for learning generatively through enactment of mutual learning as relational strategies are optimized. The 3 select organizations have differentials in culture, purpose, function, values, and product or services for maximum variation in comparison. Within each organization, 9 participants were selected from 3 strata of the organization (top, middle, and employee-level). Research data was collected through participant interviews, site observations, and analysis of archival documents. The results of this study suggest that relational strategies activate organizational generative learning. In contrast, if relational links are faulty, not operating at their full positive potential, they can hinder the process of generative learning within organizations. In summary, generative learners function antithetically to 5 problematic learning assumptions and exhibit 5 self-dispositions. Further, the context of generative learning presents unique insights into relational strategies, character composites, and cultural significance. In addition to 5 findings, the study discusses 4 learning typologies (anti-learning, impaired learning, counterfeit learning, and generative learning), Mutual Learning Enactment Theory (MLET), and suggestions for future research. Learning typologies and MLET provide employees, managers, and organizations a framework for activating organizational generative learning. The tenets of Mutual Learning Enactment Theory may guide organizations especially challenged by the consequences of internationalization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]