Abstract This Master project study investigates a period of team coaching with a team of Danish high school teachers. They have the responsibility for a class of students in an organizational structure, where teams follow the class during their time in high school. The team focuses on social and learning aspects within the class. After the students leave high school, the teachers get into new teams and work through another cycle of team work. The interventions in the team coaching focus on team development and team learning based on social constructivism with emphasis on Kenneth Gergen’s (2005) work on relations and relational responsibility. Learning is understood as in situated learning, which is based on the work of Lave & Wenger (1998). Bateson’s (1968) theory of learning 2 and 3 is also included in the study, along with Tuckmann’s (1965) theory of stages of team development and Katzenbach & Smith’s (1993) work on the characteristics of the high performance team. The team coach has used Appreciative Inquiry as the basic approach to set up the developmental progress. This approach has been helpful to the team members in their reflections on the basic aspects of collaboration within the team. The purpose of this approach was to launch an increased learning and knowledge within the team. Different techniques of coaching questions were used, especially the work of Tomm (1992). The advantages of deliberately asking in the past and in the future helped the team to understand the possibilities of what changes could mean to their future team work. The findings suggest that team coaching can support a team in its development as a team. The analysis showed that the team developed as a team where they became more aware of the relations within the team and their mutual relational responsibility. The team was helped to improve in the norming phase with yet a few indicators of the performance phase. The team has shown a lot of progression in team understanding and relations. The team is still challenged when making decisions and by their missing protocol for evaluation. The conclusions are that team coaching is helpful and effective in developing a team and that the analysis instrument with a lot of theoretical scientists was satisfactory. It also became clear that the team members have learned a lot about learning to learn (learning 2) and still have challenges regarding reflections on the context of the contexts (learning 3). Key words: team coaching, team development, situated learning, social constructivism