Purpose: The purpose of this paper is to examine how the way change implemented effects organizational learning. More specifically, we study the relationships between the use of social accounts, participation and organizational learning in the context of strategic change. The use of social accounts and participation are often promoted during change, but up to this point, their influences on organizational learning have not been studied. Design/methodology/approach: A multi-change and multi-organization study, using a critical incident technique (i.e. informants provide information from a specific change experience), provides the data for testing a set of theory driven hypotheses that link aspects of the change process to learning outcomes. Findings: Findings show that social accounting and participation are positively associated with organizational learning, but that the influence of social accounting is negatively moderated by participation. Social accounts framed as threats to system survival were unrelated to organizational learning. Practical implications: In order to maximize learning during change organizations should attempt to involve members with different values and expertise throughout the process. The use of formalized communication programs would add little to organizational learning if participative change processes are applied. Although threat appeals could be useful for creating readiness for change, their impact on organizational learning seem to be marginal. Originality/value: For knowledge intensive and learning dependent organizations, the study provides some guidance to change management. (Contains 2 figures and 2 tables.)