Framed in the sociocultural theory, this case study was designed to investigate teachers' professional growth as situated in team teaching and the larger teaching context. The participants were one pair of Taiwanese and foreign English teachers who were in their first year of practicing team teaching in an elementary school in Hsinchu City, Taiwan. Results of this study support the situated and social nature of teacher learning, although the socialization of the participants did not follow the typical process of learning in community of practice (COP) in which newcomers become seasoned members of a community by slowly progressing from legitimate peripheral participation (LP) to full participation. Findings also suggest that to understand the complex and dynamic nature of teacher learning, the core as well as the non-core practices and members of a COP need to be taken into consideration.