This book presents a set of stories that focus on what teachers learn from talking to one another about their practice, presenting a case for how the ordinary talk among teachers is a potent medium for teacher learning and professional development. Drawing from the work of eight groups of teachers in the United States and Israel who met in conversation over several years, the articles describe the complexities, obstacles, contradictions, and possibilities that can accompany teacher conversation. The eight chapters are: (1) "Conversation as Support for Teaching in New Ways" (Christopher M. Clark and Susan Florio-Ruane); (2) "Translating Themselves: Becoming a Teacher through Text and Talk" (Alison Cook-Sather); (3) "Resistance as a Catalyst in Teachers' Professional Development" (Michael Zellermayer); (4) "Reading Lives: Learning about Culture and Literacy in Teacher Study Groups" (Susan Florio-Ruane and Taffy E. Raphael); (5) "Learning the Discourse of Teaching: Conversation as Professional Development" (Frances Rust and Lily Orland); (6) "Heroes of Our Own Tales: Presentation of Self in Conversation and Story" (Stephen A. Swidler); (7) "Connected Conversations: Forms and Functions of Teacher Talk" (Lynne Cavazos and the Members of WEST); and (8) "Good Conversation" (Christopher M. Clark). (SM)