Facing the global education reforms and the implementation of 12-year basic education policy, teachers need to adjust their jobs. In addition to working with peers, what teachers are engaged in is to have student learning as the core of teaching. The article aims to present a teacher's reflective practice on learning community with the learner-centered value. An instructional design is included to supplement the analysis. It reveals that a teacher self-portrayed as a person featured with technical rationality has gone through a changing journey by continuous learning and accumulating capital of reflective practice. Her disposition is transformed so that students get involved in curriculum decision and a classroom of inquiry, collaboration and expression is created by the teacher and students.