The collaborative analysis of student learning (Colton, Langer, & Goff, 2015) is a professional learning design that transforms teachers' capacities and commitment to relentlessly pursue and use equitable ways to promote students' learning excellence. Thirty years of experience and research indicate to the authors that when facilitated study groups analyze the work of carefully selected students over a period of months, all students benefit--especially those whose cultures are different from that of their teachers. Collaborative analysis of student learning accomplishes these outcomes through structured transformative learning--the "process by which we transform our taken-for-granted frames of reference to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action" (Mezirow, 2000, pp. 7-8). These shifts in perspective allow teachers to discover culturally responsive instruction for those students they have struggled to reach and teach. This article provides an example of how a study group using collaborative analysis of student learning helped one middle school social studies teacher transform her beliefs about her Native American Student, and ultimately her own teaching practices. The 5 phases of collaborative analysis of student learning are detailed as a facilitator guides teachers through each phase.