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This action inquiry article examines veteran teachers’ learning in a week-long professional development seminar. We describe moments of disconnection in key learning relationships (teacher, learner, text) and analyze relational–cultural dynamics that contributed to the disconnections. We investigate the dynamics that facilitate repair within the relationships. We argue that disconnections were often acts of resistance which preserve teachers’ sense of self as learner. We aver that moments of reconnection were acts of resilience. This study’s significance demonstrates the inherent links between resistance and resilience. Implications point to the centrality of taking an inquiry stance in the study of professional development experiences.