Professional learning (PL) encompasses the complexity of teacher learning and teacher agency in the process of learning. This paper aims to shed light on this complexity and proffers a conceptual meta-model of PL grounded in pragmatism to inform action in the design and evaluation of PL. It will firstly explore the aim and implications of the meta-model followed by outlining the methodology underpinning the development of the meta-model. Next, it will detail the constructs of the meta-model before outlining how the meta-model can be used at system, school and teacher levels. The authors hope that this will make both a theoretical and practical contribution by synthesising the conceptualisations of professional learning to date and serving as a platform for future theoretical and practical development.