This article presents the story of one elementary school teacher's shift in art praxis through her involvement in a research project aimed at facilitating participatory arts-based communities of practice. Qualitative methods and social constructivism informed Professional Learning Interventions (PLIs) involving: (1) a visual arts workshop, (2) facilitations with academics within the teacher's classroom context, and (3) semi-structured discussions to study and curate the teacher's lived experiences. A teacher-facilitator-interviewer triad co-researched the meaning of "quality" in relation to: Learning, Pedagogy, Environment, and Community Dynamics (L-PEC). Adapted from Seidel et. al (2009) L-PEC was a theoretical lens to guide inquiry and action specific to the teacher's (i.e., Ali's) classroom. Ali's evolving praxis served as a source of inspiration for the other Grade 3-4 teachers in her school who formed their own community of practice to support student learning through the visual arts.