Raven Elementary teachers collaboratively adhered to a systematic reading program, administered frequent assessments, and their students' test scores improved over time. Our findings indicate that, though effective for improving certain outcomes, such a tightly designed and narrowly focused system created a limiting learning environment for collaborating teachers, preventing them from engaging in reflection or developing more complex instruction. In the absence of policy and resources that require and support teachers to collaboratively reflect on instruction, their rich organizational conditions could only serve as elements of a technical problem-solving system and not as resources for teachers to collectively develop their practice.