Most teachers participate in professional development of some kind at some point in their careers, yet many teachers report that professional development neither supports their practice nor improves learning. Thus, more work needs to be done on how professional development can meet those needs. In this study, a group of educators created a professional learning community using concepts from participatory action research to support and focus their interactions. This study focused on the language teachers used in order to construct knowledge about writing instruction. As such, discourse analysis provided a vehicle to tell the story of this learning community. Findings indicated that teacher professional learning can be supported through frameworks that promote teacher talk that is consistent, challenging, and action-oriented.