Agile software development (ASD) methods have increasingly been used in large-scale software development projects. While ASD emphasizes the importance of social interactions between practitioners for continuous reflection and knowledge sharing, these learning activities become incredibly challenging in large-scale projects. Drawing on well-established theoretical concepts, we posit that learning in large-scale ASD projects requires a suitable environment that empowers practitioners to openly and frequently engage in social interactions, which are essential for reflection and knowledge sharing. We hypothesize that several team-level factors shape individuals’ perceptions about the learning environment and learning activities in their projects, ultimately influencing their learning behavior. To test our model, we collected survey responses from practitioners working in large-scale ASD projects in five Swedish companies (N = 159). The data was analyzed using confirmatory factor analysis (CFA) and structural equation modeling (SEM). The results show that team structure plays a crucial role in promoting team cohesion and reflexivity, which, alongside knowledge sharing, contribute to the learning process. Our study provides ASD development research with a theoretically informed understanding of the interrelationship between the learning environment and learning activities in large-scale ASD. Our results guide practitioners in fostering suitable learning environments and enhancing learning in large-scale ASD.