This case study documents and interprets teachers' experiences in a professional development initiative called Changing Results for Young Readers in British Columbia. The reflections and discussions of a group of teachers in a rural school district were examined in order to understand how the participants constructed their realities relative to their involvement in professional learning communities. Analysis of the teachers' descriptions of their experiences provides insights on the significance of collaboration, collegial relationships, and shifting mindsets about the work of teaching, and these insights are important for understanding how professional development opportunities can be structured and facilitated to support the complex role of professional learning.