This qualitative study explores teaching and learning cultures in the context of a community-oriented pedagogical development process initiated during Finnish-Palestinian transnational cooperation. Research data include focus group interviews and texts produced during a pedagogical training program with Palestinian university instructors. The study examines teaching and learning cultures as constructed by discourses in and around the Palestinian university. A poststructuralist discourse analysis identified five discourses of teaching and learning: disciplinary differences, traditional and modern education, improving education, sociocultural and religious context, and political and economic circumstances. The study shows that teaching and learning cultures are dynamic and fragmented as they are constructed by the contrasting discourses. The findings suggest that pedagogical development initiatives need to provide spaces for discursive transformation, especially in the transnational context that introduces additional alternative discourses into the institutional cultural meaning-making.