Arising from a longitudinal study examining the influence of school reform on teachers' knowledge communities and communities of knowing, this narrative inquiry traces the development of a workshop approach to reading and writing, principally through the introduction of a staff developer, to the school's professional knowledge landscape and to the literacy teachers' curriculum making over a 3-year period. While some of the school administrators perceived the trainer as building professional learning community through sharing knowledge, skills, and dispositions, the majority of the teachers, and some of the other administrators, appeared to view the staff developer, herself a teacher, as being in collusion with the principal (and vice versa) and as crossing the line concerning what teachers and their communities of knowing are able to tolerate. Different stories produced different visions of community, and a number of issues related to teacher development emerged. Disconnects among theory, practice, and policy surfaced. (Contains 1 figure.)