This article investigates how the goals of participants in a video club evolved and became more shared over time. A video club brings groups of teachers together to analyze video from one another's classrooms (Sherin, 2004). The purpose of the video club the author investigates was to bring teachers together to analyze student thinking, an important goal of mathematics education reform efforts (NCTM,2000). In particular, the author investigates how learning through participation in the video club travels into the classroom and how new experiences in the classroom travel back to professional development to influence the goals that are put forth and taken up by the group. This study uses teachers' accounts of practice, as they are described, narrated, and represented in the video club meetings, to attend to the interplay and evolution of the participants' goals and to examine if and how they become more coordinated over time. (Contains 1 table and 1 figure.)