During organisational change, whilst practitioners legitimately may resist undue problemetization and argue for "just getting on with it", the research role is to try to understand processes and outcomes and to interpret how and why these occurred. The inherent ambiguities of the Learning Organisations (L.O.) concept (e.g. Brown 1996) will not be discussed here. This paper shares some of the conceptual dilemmas and practical difficulties associated with attempting to evaluate a "Learning Organisations' change initiative in a large and complex organisation.