A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists' laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven educational research projects. Science students do scientific research via their teachers' lessons that bridge laboratory research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry present their perspectives on "what goes on," "what we have learned," and "what it means to the larger community."