This study investigates how learning from other firms facilitates innovations in high-tech firms in China, an important transitional economy. Drawing insights from organizational learning theory, I classify learning into technological and administrative types and examine their differential impacts on innovation. Survey results from 171 firms show that though both technological and administrative learning contribute to innovations, their effects differ. Technological learning has a concave upward-curved relationship with incremental innovation and a linear relationship with radical innovation, whereas administrative learning does not affect incremental innovation but has an inverted U-shaped relationship with radical innovation. In addition, a firm's knowledge base differentially moderates the relationships between learning types and radical innovation.