China is in the process of implementing a learning society through the establishment oflearning cities, learning organizations, and learning communities. Even though the structure of the learning community system is in place, practitioners have found it hard to recruit learnerswhen learners needs were neglected. The traditional knowledge transmission model where thelearners passively accept knowledge from the authorized instructor was criticized for nottaking into account learners experiences and the social and cultural context of the knowledge(Buffington, 2003).Due to sparse research addressing knowledge construction within a geographical learning community, the purpose of this study was to understand how knowledge is constructedin the Shanghai Zhabei Learning Community in China. This embedded case study employed theconstant comparative method to analyze data collected from interviews, observations anddocument analysis. The community for the case was one of the 18 districts in Shanghai.Data analysis revealed five patterns of knowledge construction and the factors shapingknowledge construction. Specifically, the five patterns of knowledge construction are: radiation, circulation, simulation, socialization, and contextualization. Factors that shape knowledge construction include: the socio-cultural factors of the political bureaucracy, economic reform,and traditional Chinese values of hierarchy and moderation; factors specific to the learningcommunity also shaped knowledge construction. Those factors are government support, learningembedded in community development, creation of a harmonious learning environment,comprehensive learning networks, and lineal and non-lineal learning structures. Four conclusionshave been reached. First, knowledge construction is a socially embedded collective learningprocess. Second, tools such as cultural products and discourses promote knowledge construction. Third, multi-layer networks and learning structures shape knowledge construction in the learning community. Fourth, the hierarchical social system, conservative social values, and economic reforms shape knowledge construction.Implications for practitioners and policy makers are discussed and suggestions areoffered for future research.