Olika forskningsinitiativ har belyst vikten av att lära både i och mellan projekt, vilket medför att hela organisationen gynnas av lärande erfarenheter i slutändan. Lärande i och mellan projekt är således en kritisk framgångsfaktor för lyckade projekt i framtiden. Denna uppsats har som ambition att undersöka kunskapspro-cesser i och mellan kommunala projekt, med emfas på huruvida dessa processer skiljer sig mellan lyckade eller misslyckade projekt. M.h.a. en kvalitativ-deduktiv fallstudie, framkom det att det finns vissa skillnader på formaliseringen baserat på projektresultatet. Lyckade projekt har en större tendens att explicitgöras genom någon form av dokumentation, m.h.a. internaliserings- externaliserings- eller kombinationsprocesser. / Various research initiatives have highlighted the importance of learning both in and between projects, which means that the entire organization will benefit from learning experiences ultimately. Learning in and between projects is therefore a critical success factor for successful projects in the future. This paper is aiming to examine knowledge conversion within and between municipal projects, with em-phasis on whether these processes differ between successful or unsuccessful pro-jects. With the methodology consisting of qualitative - deductive thematic analy-sis, conducted as a case study, - with triangulation as a validation tool – the study revealed some differences in the formalization based on a project's result. The successful project is more likely to result in explicit, rather than tacit, knowledge. This knowledge dimension is achieved through internalization, externalization and combination-processes – whereas the unsuccessful project can consist of so-cialization as well as internalization, as a result of differences in the externaliza-tion of knowledge between projects.