This paper reports a qualitative study in response to the growing research interest in teacher learning. Informed by a sociocultural perspective, teacher learning is considered as a process of identity construction in the paper. This paper taps into the development of teacher identity embedded in teacher learning and views reflection as a social practice for enhancing teacher learning. Through a close analysis of a selected discussion thread, this paper aims to demonstrate that teacher-learners' reflective practice in the online learning community provided a site of engagement for developing their professional identity and shaping the practice of teaching in their process of learning to teach.