This study defines team learning as one which is complete when the team encounters and drives environmental constituents towards the path of achieving its assigned goal. Based upon fit to both external and internal environments, four types of team learning are proposed: synergistic, isolated, alienated, and destructive. Case studies of team projects in Korean and Japanese companies show that team projects with high evaluation from the top manager and/or customer succeed in dealing with both external and internal environmental factors, while team projects with low evaluations fail to meet the demands of internal environmental constituents. Some theoretical and practical implications are suggested in the conclusion.