This paper examines how teachers engaged in equity-oriented reforms learn through interactions in teacher groups. Analysis of teachers' framing of a freshman mathematics student failure problem showed that over time teachers' frames shifted from invariable framings based on student characteristics and systemic issues to actionable framings based on classroom systems contributing to student failure, thereby promoting teachers' concentration on courses of action linked to instruction. By joining the frame analysis and community of practice literatures, this study contributes an empirical example of development within teacher community alongside analytic tools for documenting teachers' learning within these groups. [For the complete proceedings, see ED585874.]