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Evidence has accumulated in support of the role of Journal Clubs (JC) as an effective educational tool especially in promoting critical appraisal skills, and improving knowledge of epidemiology and biostatistics. However, the educational underpinnings that inform the process and explain how learning occurs within the context of JCs have not been investigated. We conducted a qualitative study among the members of the geriatric JC to better understand the process of learning in a JC setting. We employed a two-step methodology starting with a nominal group technique and followed by one to one semi-structured interviews. The members of the JC were in various stages of their medical training, as well as attending physicians (consultants). This study confirms that the JC in geriatrics provides significant learning through its unique style. The JC may be envisaged as a community of practice offering learning experience even for senior physicians. The learning that occurs is enhanced by relating the content to real life clinical cases and through promoting group interaction, discussion and dialogue. The attending physicians added to the learning process by helping to link pieces of information together and demonstrating its relevance to clinical practice.