High-quality professional development is defined as having the characteristics of longevity, context specificity, teacher voice, collaboration, and followup. Effective professional development is "grounded in inquiry, reflection, and experimentation that are participant driven." One vehicle for professional development that adheres to the principles inherent in high-quality professional development is professional learning communities (PLCs). Also referred to as communities of practice, these communities are "groups of people who share a concern, a set of problems, or passion about a topic, who deepen their knowledge and expertise in this area by interacting on an ongoing basis" (Wenger, McDermott, & Snyder, 2002, p. 4). Professional learning communities are named as contexts that are ripe for members to engage in transformation (Servage, 2008). This study includes data from a PLC of prospective teacher field supervisors who focused on bringing an equity focus to their supervision practice. This article explores the transformation in a PLC and the key elements that supported transformation for three field supervisors. Additionally, in order to more adequately portray the integrated nature and complexity of these elements, implications for understanding and fostering transformation within PLCs are presented. (Contains 1 figure, 1 table, and 1 note.)