The dilemmas that is posed by the theme of learning as disequilibrium is that the more organizational learning has occurred in schools, the more likely people are to recognize continuing differences and the need for continuing change. In order to reflect on how and when dynamic forms of organizational learning may result in effective and positive change, we paradoxically turn to the source of organizational stability in schools: professional community. The emphasis of organizational learning theory on disequilibrium and that of professional community on commitments that create a consensus about goals and methods would seem incompatible. Commitment to reflection as a communal activity means regular conversation among teachers focusing on the academic, curricular, and instructional concerns of practice within the school, as well as on student development. Concentration on student learning is a core characteristic of professional communities. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.