Among the different elements that define a professional teacher are the acts of reflection and professional engagement. There is a small extant literature on teacher reflection in the context of lessons, but there is virtually nothing reporting the nature of teacher conversations when they engage in professional dialogues with their colleagues (Armour & Yelling, 2004). It has been argued in physical education (Ward & Doutis, 1999) and in the larger field of educational reform (e.g., Fullan & Hargreaves, 1996) that efforts such as these that encourage reflection and conversation about their profession ought to be a key outcome of any effort to change the culture. Yet, we know very little about what teachers talk about in such settings, how they talk about it, and how such conversations impact practice. This study takes place in the context of an ongoing professional development collaboration between a university and a large urban school district designed to facilitate a community of learners. Teachers in the district were invited to participate in conversations focusing on professional issues. The sessions were held in a semi-secluded room at a local eatery for seven two-hour sessions. An average of 17 teachers participated in each session. The conversations followed a process where prior to the evening teachers nominated topics they would like to talk about. Two conversation protocols were developed. The first consisted of questions designed to probe topics related to physical education content. The second was designed to probe topics that were non-content orientated. Participants were often divided into smaller groups of 6-8 with a researcher present in each group. Researchers attempted to minimize their involvement asking one of the participants in each group to act as a facilitator. Data sources included a questionnaire focusing on topics of interest, transcribed audiotapes of conversations, field notes, a questionnaire focusing on reasons why participants were attending the sessions, artifacts brought by teachers and specific action plans derived from the final meeting. Conversations were coded using the Reflective Framework for Teachers’ Reflection in Physical Education (Tsangaridou & O’Sullivan, 1994). Data show a predominate focus of the conversations was technical and situational with teachers regularly describing, justifying and critiquing their practice and work conditions. This study highlights the potential of conversation as a tool for creating opportunity for collaboration, reflection, critique, and support, and as a vehicle for professional growth and teacher directed professional development.Keyword(s): professional development