Professional learning communities have long been considered a powerful form of collaborative professional learning, as the Learning Communities standard in Learning Forward's Standards for Professional Learning attests (Learning Forward, 2011). This focus on communities can engage teachers in ongoing professional dialogue and examination of student work as members learn with and from each other over time. One aspect of professional learning communities that has been overlooked in both theory and practice is how individual teachers learn within these collaborative groups, especially when one critical definitional aspect of professional learning communities is a shared vision and mission. Just as educators differentiate learning for diverse students in their classrooms, they must also remember that professional learning communities consist of individuals who need different things in order to learn and who may be at drastically different places in their careers or their teaching capabilities. To maximize the potential impact of professional learning communities for teachers' professional development, educators need to maintain a simultaneous focus on both collective and individual learning. This article offers three solutions that can improve individual learning within collaborative groups operating in a K-12 setting.