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This article contributes to the debate on organizational learning from crisis by shedding light on the phenomenon of crises as learning triggers. To unveil theoretical patterns of how organizational crisis-induced learning may appear and develop, I suggest a conceptual framework based on concept categories and answers to four fundamental questions: what lessons are learned (single- or double-loop)?; what is the focus of the lessons (prevention or response)?; when are lessons learned (intra- or intercrisis)?; is learning blocked from implementation or carried out (distilled or implemented)? The framework's applicability is explored in a study of how a Swedish utility and the city of Stockholm responded to two large-scale blackouts in Stockholm. The final sections suggest four propositions for further research.