This study aims at exploring the influence of The "Alliance of Thinking Schools," a multi-regional, researcher-practitioner partnered teachers' "professional learning community" (PLC) on the teaching of thinking in China, on bridging teachers' "belief-action gap." Specifically, this study aims to investigate the relationships between teachers' "beliefs about learning," "participation in the PLC," "engagement in learning," and "engagement in practice." A total of 478 teachers from 39 schools participated in this study. A questionnaire adapted from existing studies and verified with confirmatory factor analysis was sent to these teachers. Structural Equation Model revealed that: (a) teachers' "beliefs about learning" had no significant direct effects on their "engagement in learning," but had significant indirect effects mediated by their "participation in the PLC"; (b) teachers' beliefs about learning had significant effects on their engagement in practice, both directly and mediated by their participation in the PLC; and (c) teachers' "engagement in practice" had significant direct effects on their "engagement in learning," but cannot be reversed. The findings of this study confirmed the existence of a "belief-action gap" in teacher' continuing learning with empirical evidence. The findings also revealed that a well-accepted PLC could help to bridge this gap. Implications for teachers' continuing learning were discussed.