This paper outlines good practices and serves as a guide to promote Social Learning in the elaboration and implementation processes of public policies for climate change adaptation at a local level. It is based on a multiple-case study covering 18 experiences from the United Kingdom and Brazil, an analysis of existing research about the contributions of Social Learning to socioenvironmental governance and public policies regarding wicked problems, as well as, empirical information collected during workshops held as part of the development of the AdaptaClima Platform. From the literature review, key aspects of Social Learning were identified, such as active participation; co-production of knowledge and development of capacities; iterative reflection and action. These were compared with four phases of the adaptation to climate change public policy implementation cycle [i) preparation and engagement; ii) analysis of impacts and vulnerabilities; iii) planning; iv) implementation and monitoring] and used to analyse the empirical information gathered. The results bring practical examples of how to include key Social Learning aspects in each phase. The findings may apply to different contexts, but are especially useful to developing countries.