In this article, the authors--the teacher educators who obtained a grant from the Arthur Vining Davis Foundations (AVD)--explore what it meant for teachers and teacher educators involved in the PorTRAIT (Practitioner or Teacher Researchers As Inquiring Travelers) program to enlarge their views of teacher research and their own classrooms by being part of a larger research community. In particular, they examine this work through the concept of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998). Using this lens, they describe and discuss some of the figured worlds participants brought into the program, the ones the teacher researchers and teacher educators co-constructed, and what these transactions meant in terms of practice, research, and collaboration. In particular, they examine what they call "the wobble," that authored space of uncertainty that lies between and among figured worlds, to argue that coming to an appreciation of this unsettling state of vertigo creates opportunities for examining practice in ways that might not otherwise occur.