This study describes the experiences of teachers during a data-driven inquiry process to improve literacy-related practices. This action research was initiated at an international English immersion school for native Chinese speakers. Two 9th grade professional learning communities (PLC) from the English and Social Studies departments collaboratively studied student and instructional data to form an action plan. Four team members reflected upon their experiences during the process, in light of their own identities, cultural backgrounds, and previous experiences. These reflections, as well as follow-up qualitative interviews, were qualitatively analyzed based on action research. The data showed that while the process was perceived as beneficial to most participants, perceptions varied based on teacher background.