Teacher professional development is assumed to be enhanced through reflective, collective, collaborative professional communities (Little, 2003). Universities in these teacher community developments play a big role by providing teachers with pedagogical helps and professional developments. By not only encouraging teachers to go to conferences, do research publications, and use technology in their teaching practices but also leading them to work together, evaluate each others' instruction, and do collaborative lesson plans, these professional university driven communities seem to remarkably contribute to teachers's teaching practices and professional development.