This paper explores the effects of the adaptation of the learning organisation (LO) concept to teaching in a university setting. The literature in accounting education calls for a change in traditional teaching methods in order to produce accounting graduates whose skills are more appropriate for the contemporary business and professional environment. To address this deficiency accounting educators have started to explore and use teaching innovations. In this study, the LO concept has been adapted to a teaching environment, in contrast to most research which has focused on LO in business settings. The paper, through the examination of empirical evidence arising from a natural experiment, was able to determine some of the impacts arising from the adaptation of the LO concept to teaching in a university setting. The results of the paper suggest that the adaptation of the LO concept not only resulted in improved student learning outcomes, but also influenced life-long learning. Further research could widen the scope of the operationalisation of the LO concept and explore its use in other undergraduate and postgraduate units.