Research show that organizational learning has an enormous impact on military success. Previous studies in the area mainly focus on learning under fire and shows that military organizations can learn through both adaptation and innovation. Studies of organizational learning capability in military organizations in peacetime is limited. Previous research regarding organizational learning in the Swedish armed forces has been concentrated on learning during conflicts or learning in international missions which shows gaps in the learning-process. The Swedish Armed Forces applies a principle which says that methods and structure should be the same in war, crisis and peace. Therefore, this paper examines whether the preconditions exists in the doctrines of the army- and naval forces, for an effective implementation of organizational learning in peacetime through a theory consuming study with Vissers theory of organizational learning capability containing four dimensions for measuring. The results show that the army is not coherent with Vissers theory in the dimension Degree of knowledge conversion regarding formal learning systems which could lead to lower capability regarding innovation. The naval forcesis coherent in each of the four dimensions. Furthermore, neither force express a desire to challenge personnel or promote experimentation during exercises. This is highlighted by Visser, as well as other previous research, to be of importance for an effective organizational learning, regarding both adaptation and innovation.