Purpose: Networks are increasingly viewed as entities of learning and innovation in agriculture. In this article we explore learning as issue framing in two agricultural innovation networks. Design/methodology/approach: We combine frame analysis and social learning theories to analyse the processes and factors contributing to frame convergence and hence improved practical collaborative outcomes in networks. Issue framing in the networks was followed during a two-year period with the help of multiple methods assembled under a transdisciplinary case study, action research and grounded methodology framework. Findings: Our research suggests that learning and collective action for more sustainable practices in agriculture result from gradual mutual accommodations of network members, both with regard to the meaning of issues of concern (issue framing) and the nature of relationships that develop through network interactions (relationship framing). However, complex contexts and intra-network environments impact framing, which therefore may result in various degrees of frame alignment and concerted action. Practical implications: From a facilitation point of view our study identifies actor roles and methods that help agricultural networks to frame issues of common interest, deal with divergent interests collaboratively and align network members for concerted action. Originality/value: The article contributes to our understanding of how learning happens and can be facilitated in complex agricultural networks by focusing on framing, which is a process underlying social learning and which so far has been less explored in agricultural innovation studies.