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In this paper the authors suggest that those who engage in the activity of making strategy also find themselves engaged in struggle. Further, it is suggested that strategic learning can be regarded as a process of ongoing collective meaning-making that reflects the intentions, values and motives of those involved. This paper examines a study of strategic learning within two organisations in the UK, researched within a framework of participatory action research. The approach taken by the study is briefly described and the study concludes that it is necessary to view tensions and struggle within meaning-making as valuable parts of the strategy-making and strategy-learning processes.