Construction project managers often face problems when trying to change work practices. Management research addresses these problems by offering stylized and abstract models; unfortunately, they may say little about the actual work practices that managers want to change. Practice theory offers an alternative way to address practice-related managerial problems, arguing that learning is a central enabler of performing practices. While some early research on practice-based learning in construction management exists, an understanding of how this theory has been applied is lacking. To address this limitation, a systematic literature review of 15 published construction management articles was conducted, the articles being divided into five practice-related analytical categories: participation, context, meaning production, power and becoming a practitioner to identify the areas of theory discussed. Participation and context were discussed more in the published articles than meaning production, power and becoming a practitioner, which might suggest that the latter categories offer more possibilities for future research. Further, the articles were analysed through a Lakatosian research programme lens, showing that a progressive research programme exists in practice-based studies in construction management. These findings provide avenues for future construction management studies seeking to apply practice-based learning theory to understand learning in construction projects better.