This document contains three papers on action learning. "Action Learning: Case Studies of Most Valued Learning and Application" (Suzanne D. Butterfield) reports on a qualitative study in which longitudinal data was collected from document analysis and first-line consulting managers who had participated in action learning. The study established that the most prevalent types of action learning and application focused on provocative questioning to solve problems, coach and counsel for performance improvement, and accomplish work in general. "Mapping Group Dynamics in an Action Learning Experience: The Global Team Process Questionnaire (GTPQ)" (Robert L. Dilworth) discusses Virginia Commonwealth University's use of the GTPQ to map group dynamics in action learning sets and thereby clarify how action learning is viewed by learners and how group dynamics within teams dedicated to action learning unfolds. "Comparing the Learner's and Educator's Perspective on Conditions That Foster Transformative Learning in Action Learning Programs" (Judy O'Neil, Sharon Lamm) examines the results of two action learning studies to identify differences between learner/participant and educator/learning coach perspectives regarding the individual, program, and organizational conditions that foster transformative learning. All three papers include substantial bibliographies. (MN)