In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as "sharing", "co-construction" and "constructive conflict" are balanced. However, finding this balance is not enough. Important questions such as "communicating about what?", "communicating with whom?" and "communicating for what?" remain crucial. Five other process variables "team reflexivity", "team activity", "boundary crossing", "storage" and "retrieval" are identified. Besides the core process variables, our model organises the most important inputs, catalyst emergent states and outputs of team learning. (Contains 2 figures and 2 tables.)