Recent research has uncovered multiple learning processes available to entrepreneurial ventures as they craft strategies for creating and capturing value. A completely separate stream of research has examined how characteristics of business pitches and pitchers influences a venture’s likelihood of attracting interest from external resource providers. However, since these literatures have developed independently, neither literature has considered how ventures may use the pitch to learn, nor how they learn to pitch. Through an inductive study of 75 venture founders, mentors and staff at 9 U.S. accelerator programs, I discovered that learning and pitching are closely intertwined. Specifically, an evolving (vs. static) pitch scaffolds learning, triggering various forms of learning by thinking, borrowing and doing and also stores what is learned over time. I elaborate these findings in a novel theoretical framework wherein creating a pitch prompts early-stage ventures to (1) draft a pitch, (2) cast for feedback, (3) anticipate objections, (4) catalyze action, and (5) revise recursively. In doing so, I contribute to the organizational learning and entrepreneurship literatures by unearthing an expanded role of pitching. Not only can a pitch be used as a way to solicit external financial capital, but it also can be used to prompt and store learning. Overall, I shift the emphasis from “the pitch event” to a process of pitch development, in turn establishing how creating and refining a pitch scaffolds learning.