The concept of learning cycles is not sufficiently precise. Current definitions allow educators much latitude in both interpretation and application of cycles in schools. Since educators must adapt changes to their milieu, this latitude is desirable. However, because these interpretations and applications vary to such a large extent, it is difficult to study the effects that these applications have on both teaching and learning. From an examination of current research literature in this area, the author provides a definition of the concept of learning cycles and proposes three essential components : organizational, pedagogical and professional.