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In the third millennium of rapid knowledge expansion external knowledge sources are available in a very different variety and in a large amount. Under the auspices of a knowledge-based society and economy we consider that intellectual capital and knowledge defined within a holistic vision taking into account both the static and dynamic perspective can make the difference. The paper aims to focus on the way in which learning organizations (defined in a large sense including schools, universities, hospitals, firms etc) performing their activities in Romania can effectively and efficiently internalize explicit knowledge. An interesting issue regards how the explicit knowledge can be later transfer into the tacit knowledge of employees, and by this mean increasing the organization's effectiveness, efficiency and competitiveness. A wide range of information are synthesized with the attempt to produce a coherent framework for better understanding and for further possible development of the theory of the learning cycle based on the modern perspective of the knowledge dynamics approach. This paper is based on the fact that explicit knowledge can be articulated into formal language, including grammatical mathematical expressions, specifications, etc. Explicit knowledge can be readily transmitted to others, it can easily be processed by a computer, transmitted electronically, or stored in databases. Tacit knowledge is personal knowledge embedded in individual experience and involves intangible factors. Tacit knowledge is hard to articulate with formal language, it contains subjective insights, intuitions, and hunches. Before tacit knowledge can be communicated, it must be converted into words, models, or numbers that can be understand. An exploratory research was used to discuss the issue of knowledge internalization constructed based mostly on the learning cycle theory. A theoretical framework is developed such as to provide an analytical perspective on the knowledge internalization. The results of this study reveal that an insufficient or not completed learning cycle can be one of the most important reasons why explicit knowledge could not be successfully converted into tacit knowledge. Thereby when a more complete learning cycle is followed, explicit knowledge will be more easily converted into tacit knowledge. We consider that our study's results are just a starting point for possible future theoretical and empirical investigations. This paper seeks to develop in Romania a framework of knowledge internalization based on learning cycle theory. We appreciate that such a study could be a quite useful approach for both the academic and business communities in our country. [ABSTRACT FROM AUTHOR]