By tradition the action learning community has encouraged an eclectic view of practice. This involves a number of different permutations around a kernel of nebulous ideas. However, the disadvantages of such an open philosophy have never been considered. In particular consumer protection against inauthentic action learning experiences has been overlooked. This paper uses a systems approach to define six core principles of action learning. The framework can be used by participants to decide if they are on a genuine action learning programme. For facilitators it can be adapted or adopted to define the limits of their practice and consider the impact their intervention may have on the participants of their programmes. (Contains 10 tables and 1 figure.)