This article discusses the potential for policy learning offered by participatory processes, specifically so-called citizens' juries. We establish the need for policy learning by pointing to the increased complexity of water management tasks and challenges. A conceptual discussion subsequently distinguishes between cognitive, normative, and relational learning. The public participation literature suggests that participatory processes will contribute to various forms of learning. We assess the truth of this assumption on the basis of three case studies: citizens' juries on water management in the Dutch part of Rhine basin. We analyze whether the three forms of learning have occurred among jurors, and among policy makers. We find high levels of cognitive, normative, and relational levels of learning for the jurors, but relatively low levels of learning for policy makers. We analyze the reason for this divergence.