Professional e-Sports is a new and evolving field, that is not universally accepted as a sport. The purpose of this project is to examine the learning process, that takes place in a professional e-Sports team. The identified learning process is then further explored by applying theories about autodidactism, to examine how players with autodidactic tendencies take part in a professional group environment. This is in turn compared to theories about legitimate peripheral participation in communities of practice, with the intent to reveal the interaction between these two theories. The goal of this project is to answer the following questions: How do professional e-Sport players on a team learn, and how does autodidactism and legitimate peripheral participation relate to this, and what is the driving force behind this learning process? Autodidactism as a theoretical term is explored in depth, thus revealing a complex term, that does not match the description in dictionaries or the common usage in everyday conversations. Legitimate peripheral participation describes the interaction between a newly arrived participant, and the myriad of elements that is present in communities of practice. Both these theories requires a driving force, something that motivates the participant to participate in the learning process. The scientific approach in the project is phenomenological, which means a focus on the phenomenon that takes place, without interpreting with one’s own preconceptions. The qualitative method in regards to this, revolves around how to plan and conduct interviews in a semi structured approach, that minimizes guiding questions and lets the phenomenon be described by the interviewee. Group dynamics were linked with Lave & Wengers theory about communities of practices, and revealed complex relation systems that were maintained and transformed by the team, and in turn transformed the individual players. Training is planned by the coach and the caller, but all members of the team had a real impact on this. Even though the coach and caller has the final decision, the players come with inputs and suggestions to what and how they could train. Training sessions reveals that the players shift to an autodidactic approach in situations where training does not yield results. The cause of this shift in regards to how the players allow themselves to be trained, and hereby taught, is their autodidactic past as amateurs where autodidactism is the norm. Furthermore the players professional identity coupled with a deep self-awareness gives them the tools to quickly evaluate suggested training activities. This resulted in the discovery of a special learning process, where the trainer, caller and players takes turn in being the teacher and student in training sessions. Through this dynamic learning process the team takes advantage of the strengths of the individuals.