The concept of a learning organisation is relatively new to schools and educational institutions in New Zealand. Understanding educational institutions as learning organisations can enable institutions to meet the demands of an ever changing context. In this way, educational institutions can strategically develop as transformative learning organisations that are dynamic and responsive. This research sought to explore the extent to which a particular school exhibits the characteristics of a learning organisation in its organisational development. The case study was situated in a New Zealand secondary school in relation to its transition from an intermediate school into a full-fledged secondary school. More specially, to what extent is Whangaparaoa College a transformative learning organisation in the making? The findings presented in this thesis highlight the characteristics of a learning organisation as exhibited by this particular school. While some characteristics relate directly to the five disciplines of learning organisations (Senge, 1990), this research has identified other characteristics that enable a unique way of considering a school as a learning organisation. The most notable attribute of this case study is the breadth of innovative thinking and practice that was voiced by the participants. The innovative nature of the school is expressed in the positional titles; infrastructure and the ICT influenced pedagogy. Developmental challenges are also construed as learning opportunities. Critically important to this schools development as a learning organisation is the role of professional development for staff as this enhances the formation of a learning community. This research opens a range of possibilities for future research which might investigate the characteristics of a learning organisation in different educational contexts.