Different contexts shape team activities and how they learn. We argue in this study that team learning behaviour helps deal with constant change reflected in multifaceted and ambiguous situations. The study examines the interplay between team learning behaviour and team performance. While previous studies have been based more on single-dimensional contexts and their relationship with learning, this study assesses the extent to which teams are better able to deal with multiple contexts on the basis of superior learning. We argue that learning acts as a bridge between context and performance. New findings between learning and performance are discussed. The latter part of the paper provides an empirical evaluation of the concepts and the findings add to theory building.