This thesis directs attention to collaborations and organisational learning. It combines the two concepts viewing in what way learning influence collaborations. More exactly, the thesis shows that collaborations can be constrained by contrasting approaches to learning. As firms continuously search to be the most competitive firm and more and more use collaborations to create value, this thesis can be an interesting perspective on learning and collaboration. My objective with this thesis is to examine if contrasting approaches to learning between collaborating firms interfere with the progress of the joint work. In other words, I want to examine if the nature of learning affects the progress of collaborations. I use empirical material from the biotechnology industry to illustrate and support the theoretical discussion.With the support of empirical material the thesis illustrates that collaborations can be hampered if firms applies too different approaches to transfer knowledge. This hamper the transferability of knowledge and in that way affects the combination of competencies between the firms. It showed that the approach to store knowledge also hampered the transferability of knowledge, as these activities are closely connected. In addition, the study demonstrates that contrasting problem-solving routines can generate lack of creativeness in the joint work. The empirical material illustrated further that the activities in focus needed to be balanced. It showed that contrasting ways of handle with documents, different goals and interest, and contrasting approaches in decision-making influenced the progress of collaborations. If the study wasn’t supported by a representative selection of entities, it indicated that learning in biotechnology firms is individualised, flexible, and continuous.