Purpose: Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study's focus was to generate authentic and descriptive accounts of the interviewees' experiences with virtual teaming routines. Design/methodology/approach: This case study gathered concrete, practical and context-dependent knowledge about virtual teaming routines in a specific environment. The main source of data was narrative expert interviews with working members of the team. Findings: This study illustrates how a mix of face-to-face and virtual routines can ensure organizational learning in virtual teams. Research limitations/implications: This case study is limited to one virtual team in the information industry. Future research could build on this research to study virtual teams in other industries. Practical implications: This research offers specific examples of teaming routines that managers of virtual teams might adapt in managing their own teams. Social implications: Given that the use of virtual teams is a growing phenomenon, understanding how to help those teams learn effectively is a critical issue. Originality/value: This case study extends the research on teaming routines to virtual teams.