This study investigates the relationship between coaching expertise, project difficulty, and team empowerment on team learning outcomes within the context of a high-performance work team. Variables were tested using multiple regression analysis. The data were analyzed for two groups--team leaders and team members--using t-tests, factor analysis, as well as correlation, regression, and commonality analyses. The results indicate that the independent variable project difficulty explained the most variance in team learning outcomes for team leaders whereas coaching expertise and team empowerment explained the most variance in team learning outcomes for team members. Practical implications include the selection and training of team leaders in managerial coaching and the development of challenging projects in situations where team learning is highly important. Theoretical implications include providing further empirical support for leadership theories, and coaching theory in particular. (Contains 1 figure and 9 tables.)