Learning communities in education are constructive communication networks for all teachers. Their purpose is to promote professional development, especially for new teachers. Using grounded theory, this paper explores various learning styles identified among newly admitted teachers while participating in learning communities. Nine novice male physical education teachers currently involved in learning communities were selected. Data collection included document analysis such as classroom materials and teaching journals as well as in-depth interviews. The analysis methods such as selective coding, open coding, and axial coding (Strauss and Corbin 1998) were used to analyze the collected data. Through the grounded theory research method, three different learning styles of ten beginning teachers were instantiated: (1) potential learning style, (2) passive learning style, and (3) active learning style. Although beginning teachers develop their own unique styles of professional learning, their activities in learning communities can contribute to their professional development and learning-over-the-continuum.