Purpose: The aim of this article is to describe pre-school teachers’ learning of a theoretical framework, introduced in an in-service training by describing the ways they implicitly and explicitly appropriate the theoretical framework. Methods: This paper is the second analysis from a course evaluation that aimed to develop a group of 24 pre-school teachers’ knowledge and use of learning study. The empirical material was collected after a course funded by the Swedish National Agency of Education. The participants (n = 24) were all highly experienced pre-school teachers selected by their municipal employers. The course consisted of literature studies, theoretical discussions and practical work in the form of a learning study project focusing on the teachers’ own practices. They were divided into seven groups. Each group conducted one learning study. After the course, the pre-school teachers answered an evaluation and one of the questions analyzed here was: “Hasyourunderstandingofchildren’slearningdevelopedduringthecourseand, ifso, inwhatway?” The answers were analyzed to show
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