This article aims to contribute to the debate on organizational learning from crisis by shedding light on the phenomena of crises as learning agents. It suggests a conceptual framework based on conceptual 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 carried out or blocked from implementation (distilled or implemented)? The practical applicability of the framework is explored in a case study of two consecutive crises that provoked lessons from two organizations with public task orientations. In the final sections of the study four propositions on crisis-induced learning are posed for future research.