In this narrative documentary case study of one international school’s change process, Mulazzi and Nordmeyer outline how the K12 ESOL/EAL department redefined itself and then established structures to integrate a new role for EAL teachers within the larger school community. As the department evolved, EAL teachers recognized that making the transition from isolated language teachers to integrated language specialists required attention to the change process. The authors propose that EAL teachers need to “move beyond the false dichotomy of serving as either peer OR mentor… coteaching as professional development, both for ESOL teachers and non-ESOL teachers. Collaboration that only benefits students but does not foster professional growth is a lost opportunity” (211). The article explains how the EAL department identified new roles and build a process for implementation by working with administrators to develop solid infrastructure and systems on which to build a more inclusive professional learning community.