Professional learning communities (PLCs) constitute worthwhile spaces in which to study teacher participation in the reflective practices that have potential to shift their teaching. This qualitative case study details the interactions between dual-language and ELL teachers in a grade-level PLC as they met together to confer over video-clips of their literacy instruction. The group aimed to extend their learning about balanced literacy practices as part of a larger, whole-school professional development effort. Sociocultural learning theory constitutes the theoretical perspective informing this study, allowing for an examination of teachers' diverse ways of meaning making. Qualitative methods of data collection, including interviews, videos of teachers' instruction, and transcripts of PLC conversations comprised the data set. Constructed narrative vignettes of teachers' talk and meaning-making demonstrate how the group asked questions emerging out of their practice, discussed specific ways to meet students' needs, and shared advice on how to navigate the technical aspects of teaching. This study revealed that video-based reflection offered significant opportunities for teachers to reflect on and revise their teaching practices.