This two-year longitudinal study explores whether a professional learning community (PLC) helps shift language teachers' beliefs about implementing play-based learning. Ten practitioners from a preschool participated in this case study. Data were collected through interviews and observations of participants' practices engaged in the PLC. The emerged PLC characteristics found transform teachers' beliefs that are (1) shared goals, (2) learning activities and (3) collegiality. All participants had different conceptual changes about implementing play-based learning towards a child-centred approach. The emerged change categories are the prime concern in lesson planning, learning objectives, types of lesson plans, instructional pedagogies, learning activities and teaching materials. Implications for teacher development are discussed.