This chapter proposes a comprehensive exploration of policy learning. It begins by defining learning in public policy as a multidimensional concept, encompassing various forms such as blocked, instrumental, organizational, political, and social learning. Drawing on prominent theories and frameworks, the chapter highlights how EU governance tools can stimulate or hinder learning among national actors and administrations. The theoretical discussion leverages the “Worlds of Compliance” typology to investigate the capacity of member states, particularly Greece, to adapt to EU policies. Greece’s classification in the “World of Transposition Neglect” underscores systemic administrative and political inefficiencies, such as fragmentation, lack of expertise, and limited civil society engagement, which often obstruct effective learning. The chapter proposes that these national characteristics shape the likelihood of different learning outcomes, from no learning to political and social learning. By integrating compliance and policy learning literature, the chapter offers a nuanced framework to analyze policy learning. This foundation sets the stage for empirical investigations into the mechanisms and challenges of policy learning in Greece and other Southern European countries.