While learning from problematic events has become a major analytical lens for staff's collaborative learning at schools, successful practices have rarely been used for this purpose. The present qualitative study explored the perceptions of aspiring principals regarding the integration of learning from problems (LFP) and learning from successes (LFS) as a collaborative learning framework. Data was collected through reflective writings and focus groups. Data analysis revealed that aspiring principals attributed three main benefits to the integration of LFP and LFS: (1) seeing the whole picture; (2) exploring and making the most of school practices; and (3) drawing conclusions non-judgmentally. The integration of LFP and LFS as a framework for school-based collaborative learning is discussed, and implications are suggested.