Learning in teams offers unique benefits to understand and address contemporary, global, and local challenges through effective and thoughtful learning journeys. However, learning in teams is not always thoroughly planned or effectively delivered. In trying to better understand what processes support or hinder effective and innovative learning in teams, a group of researchers and practitioners explored what works and what needs to be improved in the context of one Canadian university. This article highlights the key findings from this study and offers readers strategies to support effective, innovative, and collaborative learning in teams.