[SUMMARY] The aim of this study was to use concepts of community practice from the relevant literature to explain the elements of learning among older people’s groups undertaking volunteer activities and the changes in older individuals and groups through learning, as well as to establish a hypothetical framework of learning by older people’s groups through volunteer activities. Twelve articles that described results from volunteer activities, namely, changes in older individuals or changes in the group as a whole, were selected from CINAHL, MEDLINE, PsycInfo, Japan Medical Abstracts Society Web version, and CiNii. They were qualitatively and descriptively analyzed. We then identified 18 categories of elements of learning among older people’s groups, 5 categories of individual change, and 3 categories of group change. The process by which groups of older people learn through volunteer activities can be understood as follows. Goals, including “supporting the physical and mental health of older people,” “improving individual skills and knowledge ‘and’ supporting a sense of purpose and place for older people within the community,” emerge from reciprocal interactions provided by “activities negotiated among group members ‘and’ learning from the recipients of support.” By conducting activities through sharing “knowledge, techniques, and tools to improve the quality of activities” and “knowledge, techniques, and information useful for daily lives”, the volunteer activities were structurally perceived to be a “place to learn from each other on an ongoing basis” that “grants roles and tasks in the local community”. Learning through volunteer activities may have positive benefits for the health and well-being of older people and, by extension, for the wider community.