Cropping systems management requires integration of multiple forms of knowledge, practice, and learning by farmers, extension educators, and researchers. We evaluated the outcomes of participation in collaborative learning groups organized to address cropping systems and, specifically, challenges of integrated weed management. Groups were constituted to focus on two different cropping systems: fresh-market vegetables and soybean ["Glycine max" (L.) Merr.] (both in rotation with other crops). Participants in the learning groups included farmers (representing a wide array of production philosophies), extension educators, and university faculty with extension, resident instruction, and research responsibilities. Interviews were conducted to assess the value of the learning groups and how they influenced participants to alter practices in support of integrated crop and weed management. Farmer participants reported an increased capacity to implement integrated approaches to management, resulting in part from changes in self-esteem, enhanced decision-making capabilities, and increased awareness of available resources. Extension educators reported that learning group participation increased their ability to use facilitative education methods. University research and teaching faculty also noted enhanced effectiveness from participation in the learning group project. Evidence was obtained that learning groups foster knowledge creation and transformational learning and that they can be more effective than conventional (lecture-based) approaches for achieving such outcomes.