The effects of teacher learning that transitions into pedagogical knowledge and practice remains an under-investigated area in the literature. This longitudinal study extended one teacher's professional learning into her inner-city secondary school, where she created a mother-daughter after-school book club that began when 12 Black girls, joined by three mothers, entered Grade Nine. The longitudinal, four-year study group (2006-2010) was maintained over the course of the girls' secondary schooling. The sustained investigation of the teacher's professional learning and growth developed through the ongoing reflective interactions and dialog with the girls and their mothers that challenged and shaped the teacher's changing pedagogical knowledge.