A preservice teacher learning community at California Polytechnic University was created to guide adult learners in being able to effectively teach diverse learners. From the spring quarter of 2008 to 2009, these preservice teachers engaged in working with each other to write their own lesson plans and teach mathematics and literacy to English Language Learners. The findings from this study revealed that the learning community assumed an essential role in the development of these adult learners in the following areas: gaining multiple perspectives from their peers in exploring possible solutions, building strong relationships with their peers and students as the bases of their learning, and challenging their own assumptions about teaching English Language Learners. (Contains 1 figure.)