By examining the role of conflict in learning how to "be" a skateboarder at a skate park in the United States, this article illustrates how conflicts constitute key aspects of learning and teaching within communities of practice. Specifically, this article demonstrates how the practices of "snaking" and "heckling" are used by a group of skateboarders to learn and teach spatially appropriate behavior as well as social and ideological norms regarding class and gender. In doing so, this article builds upon and critiques the concept of community of practice used within many sociocultural theories of learning.