Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the framework of organisational learning was conducted to analyse the ways that 17 teachers from two school-based communities in a secondary school in Shanghai, China, experienced learning through various learning activities. The findings showed that the two group teachers had actively developed implementation-oriented and experimentation-oriented processes of learning. The former process is referred to as exploitation learning. Exploitation learning helps teachers by creating a stable environment to learn the existing knowledge and norms of practice of a school organisation. The latter process is referred to as exploration learning. Exploration or exploratory learning provides a platform for new knowledge construction aimed at improving existing practices in a more radical way. Teachers' perceptions of and participation in school-based learning activities shape their learning experiences in different ways. Specifically, the support of school leaders is necessary to promote teachers' exploratory learning in school-based settings. However, the leadership strategies that best support teachers' learning require further investigation.