This qualitative case study examines a sojourn in an English speaking country for a group of experienced teachers of English as a foreign language (EFL). Sojourner learning was interpreted through a community of practice perspective. These participants formed a transitory community in the host country to support their academic and social learning. This enabled participants to engage in unfamiliar roles during their study abroad experience. On the participants' return to their home country, they no longer shared a common goal and disbanded the community. By recognising the life span of a community, educators can design programmes using participants' shared resources. (Contains 1 table.)