Contemporary universities are charged with the education and preparation of work ready graduates, evident in the establishment of graduate attributes. One attribute particularly applicable for information systems students, is the ability to work in teams. An examination of teamwork in the literature and in teaching practice indicates that many academics are unprepared or ill-equipped to prepare students for a world of work requiring team players. The unavailability of a comprehensive theory to drive the development of team learning in universities may have contributed to their failure to embrace this as a significant and warranted pedagogy. This paper explores a theory of team learning and pedagogy, critically appraises the enablement of students to acquire this attribute, and considers the research necessary to further shape the theory. Implications for curriculum and academic development are highlighted as these are the mechanisms to assist staff in applying the pedagogy.