This paper argues that teacher knowledge is a necessary component in the development of new knowledge about teaching and learning. Teacher knowledge in collaboration with university partnerships that are engaged in the practice of intentional change coupled with reflective conversations that serve as an enhancement to ongoing, long-term professional development is a powerful tool for understanding the nature of teaching and learning. The paper describes changes that occurred over time in the reflective conversations of one such collaborative partnership. Four teachers and a teacher educator worked over one year in active, intentional, and ongoing professional development. One significant element of their collaboration was engaging in reflective conversations. These conversations led to the growth of an interdependent learning community in which all participants came to understand their connection to every other member of the group. The paper describes the project, which was set in middle schools within a large urban school district to promote faculty development. It discusses the reflective conversations, examining barriers to change, conditions for change, and changing practice. Finally, it notes implications arising from this work, discussing action made public; action as a focus of change; focused, rule-governed reflection; connections; and going public. (Contains 39 references.) (SM)