Given the rapid growth of research-practices partnerships (RPPs), we need a framework that helps the field understand how RPPs can facilitate mutual learning for those involved. Drawing on both cultural-historical and organizational learning theories, we argue that learning can happen in RPPs for both researchers and practitioners at the boundaries of research and practice. The conditions for learning depend on the development of boundary spanners, practices, and objects that facilitate joint work. Engaging productively at the boundaries of is moderated by the prior conditions of educational organizations and their research partners. Where mutual learning occurs at the boundaries, we are more likely to see changes in collective knowledge, policies, and routines for participating organizations.