Using the case of a secondary English department in Ontario, Canada, this article examines the constraints that academic departments face in transforming themselves from communities of practice into learning communities. This distinction between a community of practice and a learning community has taken on heightened importance as increasing curriculum standardisation and high stakes assessments further narrow the historically fragile opportunities for deep and collaborative teacher learning within the traditionally structured academic department. The paper proposes some theoretical considerations and concrete strategies to assist academic departments in overcoming constraints to learning within an era of increasing standardisation and accountability. It further explores how the international movement of educational post-standardisation promises greater opportunities for the development of teacher learning communities within academic departments.