Purpose--The purpose of this paper is to increase understanding of how the introduction of a team-based work organization can affect the opportunities to learn at work. Two research questions are addressed: "What conditions are important for learning and competence development in a team-based work organization?" and "To what extent does a team-based work organization support and enhance favourable learning conditions for team members?" Design/methodology/approach--Investigations are based on longitudinal case studies of work-based learning and the development of a team-based organization in three manufacturing companies. Findings--Results demonstrate that there are no straightforward or linear relations between the introduction of team-based production and the expansion of learning conditions. The study also identifies several challenges and dilemmas organizations meet when they introduce a team-based production. Practical implications--Several conditions important for learning in a team-based production are emphasized, including: the needs for challenging work tasks; the development of team leadership; and the significance of supportive learning conditions. Originality/value--The study contributes to an understanding of organizational change and development as a non-linear process, which can be understood as a complex interplay between actors and internal and external organizational conditions. (Contains 3 tables and 1 note.)