English language teaching at the tertiary level in China has been attached great importance to due to its significant role in improving university graduates English language proficiency.To improve college English (CE) teachers teaching effectiveness,a national teaching contest was held.Situated against this backdrop,this study reports on a case study of a teachers (Linda,pseudonym) experience in the contest within a community of practice which was an advisory team established by her faculty to improve her teaching.Drawing upon multiple sets of data such as reflective journals,interviews,observations of group discussions and video-recorded teaching demonstration and lesson plan presentation,it seeks to find out whether and how teacher learning takes place within the community of practice,as well as what the important constructs are for teacher learning.It is found that teacher learning takes place on a superficial level through legitimate peripheral participation,yet on a deeper level through identity crisis,with differentiated learning possibilities created by the tug-of-war between the power relations within the community and the prior experiences of the teacher.The study concludes with some implications for teachers and teacher educators who wish to enhance and facilitate teacher professional learning within a community of practice.