This thesis is about development through learning. We study Interpersonal Communication, and thus we narrow down our interest in learning to learning as it takes places between individuals through communication in an organizational context. As a result of our interest in communication, this thesis takes a view on learning as socially constructed, and we collaborate with Hjørring Municipal, who made several team development conversations available to us. Under the framework of social constructivism, which is narrowed down to the four grades of social constructivism as presented by Søren B. Wenneberg, we analyze the team development conversations in an attempt to answer our interest which is summed up through the question: How does communication take place during the team development conversation in Hjørring Municipal, and what positive and negative implications does this have for learning? Our view of learning as socially constructed has implications for our understanding of learning, as well as associated theories that we put into use. In regards to learning we have made a choice to primarily look at an interaction-dimension, where we narrow our choice down to Etienne Wenger, who looks at learning through communities of practice. We then branch out from this understanding of learning to both communication and organization. We include dialogue theory as represented by Helle Alrø and Marianne Kristiansen as an entry point to communication, and we use Peter Berger and Thomas Luckmanns theory of the social construction of reality as an entry point to organization. After gaining an understanding framework of learning, communication and organization as socially constructed, we then take an analytical look at the team development conversation. Through our framework of understanding, we select various forms of local text analytical theory, which include: Discourse theory and power as presented through Teun van Dijk and Michael Foucault, competences in dialogue as presented through Helle Alrø and Marianne Kristiansen and finally speech acts through John Austin and John Searle. We then put the mentioned theories into use through our analysis. Through the results of the analysis and in combination with our framework of understanding we seek to answer our initial interests, namely what sort of communication we can classify as either having positive or negative implications on learning in an organizational context.