Although originated in the 1990s, few empirical studies exist that examine the Evaluative Inquiry model, particularly, the social learning processes within the model. This study examined the social learning processes that represent the forms of communication that drive learning within the Evaluative Inquiry model: dialog, reflection, asking questions and identifying and challenging values, beliefs, assumptions and knowledge. Results indicated that social learning processes promoted individual and team learning, as well as provided the beginnings of organizational learning. In addition, results confirmed that dialog served as the central process through which all other social learning processes occur. Our findings present a new conceptualization of the social learning processes at the center of the Evaluative Inquiry model.