This study explored team-based learning in teams of healthcare professionals working on making meaning of evidence-based clinical guidelines in their field to apply them within their practice setting. The research based team learning models posited by Kasl, Marsick, and Dechant (1997) and Edmondson, Dillon, and Roloff (2007) were used as the theoretical lens for the study. The setting for this study was a clinically-focused high-volume pharmacy where doctors, nurses, and pharmacists came together to optimize the care for chronic patients by applying evidence-based guidelines. This study deployed a comparative case study strategy using qualitative methods for planning, data collection, and data analysis. Each specialized pharmacy practice setting was treated as a separate case. Prior to case data collection, the adoption of clinical evidence-based guidelines for each case was identified. The basic quest of this research was to understand team learning by studying multiple teams in the context of closing the gap between healthcare knowledge and practice. The gap between healthcare knowledge and practice has been established to lead to wasteful spending and sub-optimal healthcare outcomes. This study showed that the teams studied differed in their adoption of evidence-based guidelines as well as their team learning practices. The difference in team learning practices was most evident in the differences in how discourse unfolded within the teams. This difference in discourse appeared to be related to differences in team leader behavior, team climate, and the balance of power deployed by the teams. Based on the results of this research, an amalgamated model of team learning that integrates the two models studied is proposed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]