Guided by activity theory, this study examines the major contradictions in an English as a foreign language (EFL) teacher professional learning community (PLC) established in China through a university--district--school partnership. Multiple sources of data were collected, including interviews, observations, and documents. Data analyses revealed four levels of contradictions: the primary contradiction between the university researcher and school teachers, the secondary contradiction between imparting theory and teacher learning, the tertiary contradiction between existing practice and new design, and the quaternary contradiction between practical engagement and academic research. The community members took a series of strategic actions, including questioning and observation, analysis and proposal, examination and implementation, and reflection and resolution. The study may offer insights about nurturing language teacher PLCs and overcoming contradictions in similar joint activities.