Many recent studies on teacher learning are grounded in the works of Rosenholtz (1989), Ball and Cohen (1999), and Putnam and Borko (2000). Their research, collectively, suggests that teacher learning occurs in at least two realms: the individual and the interpersonal. In the individual realm, teachers gain knowledge about content and pedagogy, agree or disagree with this knowledge, and make decisions regarding implementation and change. In the interpersonal realm, teachers engage in dialogue and collaboration to further develop and support their own learning. More recent studies by Coburn (2001, 2004) identify a phenomenon that pulls both realms together. Coburn calls this phenomenon sensemaking--the process by which teachers notice and select certain messages from their environment, interpret them, and then decide whether to act on those interpretations to change their practice. To understand how teachers react to and make sense of messages they receive from district policies, the school administration, and professional work groups, Coburn conducted research spanning approximately 30 years at schools engaged in efforts to improve reading instruction. This article discusses the highlights and implications of Coburn's study.