This paper traces the evolution of an academic community of practice and identifies the individual and collective outcomes of participation for the members. The impetus for the community was the joint development of a learning and teaching project grant application that aimed to improve teacher education in music curriculum, and the subsequent implementation of that project. The paper draws on a range of data sources including individual reflective journals, audio-records and transcriptions of meetings, email archives and discussion board posts of the project team members. The purpose of the paper is to illuminate and interrogate the processes and enabling conditions that supported the development of this academic community of practice, and consider the implications for academics.