Drawing on cases of collaborative learning from Sweden, Norway and Australia , this paper explores the multiple ways in which collaborative learning practices ‘travel’ within and between pre-schools, schools and school systems (Erlingsdottir & Lindberg, 2007), e.g. through practices of school-based teacher meetings, student group work and network meetings. The paper offers a conception of learning which is dynamic rather than static, collaborative rather than individualistic, and which involves learning ‘how to go on’ amongst relevant stakeholders. Examples of how stakeholders’ language, activities and relationships hang together are drawn upon to demonstrate how collaborative practices ‘travel’ through spaces and places over time. After Schatzki (2010), we argue these learning practices are the result of a continuous process of unfolding and evolving projects characterised by distinctive and evolving language, activities and relationships – all of which have a teleology grounded in a seamless conception of ‘past ‘, ‘present’ and ‘future’. Erlingsdottir, G. & Lindberg, K. (2007). Förändring i skandinaviskt perspektiv - nyintitutionell teori och översättningssociologi. I Kärreman,D. & Rhen, A. (Eds). Organisation - teorier om ordning och oordning. Stockholm: Liber. Schatzki, T.R. (2010) The Timespace of Human Activity. Lanham, Maryland: Lexington Books. *Note additional author: Torbjørn Lund, Tromsø University, Norway