This paper offers a conception of a project team from a learning perspective. This conception includes project teams being considered "learning generators" by being an amalgam of many different "communities of practice" (Lave & Wenger, 1991; Wenger, McDermott, & Snyder, 2002), which stimulate an embyonic form of a new community of practice. Barriers to situated learning between project team members within the project environment are also illuminated. This paper presents practical structural attributes that form "learning bridges" to overcome these learning barriers within project teams. Additionally, issues for research into project learning are explored.