The chapter addresses a professional learning community development approach, namely, a multi-tiered research design which involves a modelling approach to learning. The chapter describes how a models and modelling perspective was employed in developing a teacher learning community and how it was used to better understand, analyse, and support the nature and development of teacher knowledge. Results have revealed that teachers improved their knowledge and pedagogical approaches to modelling. Changes in their attitudes, self-confidence, and motivation, and in their collaboration with other teachers, were also evident. We conclude that such an approach, although very demanding both in skills and competences, might serve in establishing and supporting a teacher learning community.