Theory versus practice is an enduring debate in the strategy pedagogy literature. Multiple authors have weighed in, proposing that we need more theory, more practice, or a specific mechanism to blend the two. The author questions the underlying assumption that theory and practice are in tension, instead using learning theories to develop a theoretical model positioning them as complements with synergistic effects on learning outcomes. This changes the conversation; all the previous entries in the debate stand to be valid, depending on the surrounding circumstances, and the field can now turn its attention to establishing the contingencies that influence which theory-practice blend works best in specific situations.