This exploratory investigation of the professional development of Chinese English Language teachers (ELTs) was part of a collaboration between two teacher educators, one from the U.S. and the other from China, during the 2011-2012 academic year. We were involved in the professional development in three schools (elementary, middle and high schools) in Beijing's northwest area, in which teachers worked intensively with peers in "jiaoyanzu" or teacher research groups. During our shared experiences, we found ourselves pursuing the question of what type of knowledge emerges when teachers reflect with peers. We were interested specifically in teacher reflections for their contributions to the professional development of the Chinese ELTs with whom we were working in particular, and of language teachers in general.