The fundamental philosophy embedded in lesson study is the collaborative practice of teachers working together to plan, teach, observe, reflect and refine lessons. It has been well established that collaboration strengthens teacher collegial relationships and enhances pedagogical content knowledge. While teacher collaboration seems to be a norm in Japan and some other parts of the world, a similar teacher practice in lesson study is uncommon in Malaysia. This paper aims to provide an experiential narrative of the science lesson study project initiated by SEAMEO RECSAM highlighting the practical means of establishing learning communities among 17 science teachers from two primary schools and three secondary schools in Penang. The research team members were diverse: eight science educators comprising of four Malaysians, three Filipinos and a Japanese, together with the school science teachers which reflected a Malaysian multi-ethnic composition. The research enterprise attempted to address two questions, namely; (1) What is the nature of collaboration shared by the members of the science lesson study team? (2) How does teacher collaboration help improve classroom teaching and learning? In describing the collaborative features, three core components of teacher collaboration in a community or group identified by Wenger (1998) - joint enterprise, mutual engagement, and shared repertoire were used as a framework. Hence, this paper intends to share its success story in establishing learning communities among science teachers in Penang through participation in the lesson study work. By engaging in their respective communities, members strengthen their bond and develop a habit of improving their practice by working and discussing with their colleagues.