This paper details how Pierre Bourdieu's notion of fields may be used to understand and explain specific manifestations of ongoing teacher learning. This is done by referring to the learning occurring during a specific cross-school ongoing teacher learning initiative in south-east Queensland. The paper argues that the interplay between specific fields is responsible for why particular types of learning occur at specific sites. Such learning is presented as the product of a complex interplay between and among ongoing teacher learning as policy, research and schooling. This paper draws upon a larger study into ongoing teacher learning. On the basis of empirical evidence presented, the paper concludes with a brief summary of the implications for ongoing teacher learning in the current era of considerable educational reform.