Suburban middle schools have been affected by a growing enrollment of English language learners and by the need to demonstrate that this population of students is meeting prescribed academic proficiency benchmarks. These developments necessitate cogent, English learner--focused professional learning across content areas. Using Gee's perspective on identity, this article examines the engagement of one suburban middle school teacher in a professional learning series focused on English learner (EL) content area literacy. It highlights the impact of school-based structures and teacher discourse on professional learning, and it suggests potentially potent mediators of EL-focused professional learning in a suburban middle school setting. Overall, the study informs teacher educators' efforts to optimize EL-focused professional learning. The article also offers a critique of Gee's identity framework as a lens for analyzing teacher identity.