This article seeks to develop the understanding of critical action learning (CAL) and to make a contribution to its theory and practice. The article begins by conceptualising critical action learning and builds on the work of Revans (1982) to stimulate fresh thinking. It provides a different calibration of his coupling of action and learning. An account of the research approach and methods is then provided. The findings demonstrate how CAL enriches the learning process by recognising the centrality of emotional and power relations. The aims of the article are to illuminate how CAL can be enacted and to address the gap that occurs where much of the work in this area operates on a theoretical plane but is often limited on practical guidance.