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Is it possible to support the emergence of a learning community, a vector for individual professional learning and development, through training course design? This article presents the collective (school-wide) and individual impact of a unique constellation-based training program. The latter was built on the basis of hypotheses that combine elements from a philosophy of collective action (Descombes 2001) and cultural anthropology (Chaliès, 2016). The main results, and their discussion, relate to the circumstances that enable a learning community school to emerge. Beyond that, they highlight how teachers’ commitment to collective activity inherently supports their professional development.