This paper reports first results of a qualitative evaluation of the German project Biology in Context (Bayrhuber et al., 2007) as a three year longitudinal study on teacher development in learning communities. The goal is to elaborate the approach of various teacher profiles to outcome oriented teaching and learning according to the recently passed German National Educational Standards (KMK, 2004). Change and innovation are often demanded of teachers, but these are sometimes not willing to follow the call. Their attitudes to give up established routines depend on the support system and the implementation strategy. The German wide Biology in Context project has therefore opted for a “symbiotic” implementation strategy ( Bayrhuber et al., 2007), which sees teachers and science educators as experts in their respective fields. According to the “theory of learning communities” (Brown, 1997) it is assumed that teacher’s experiences can be connected with didactic and learning theory research in such a way that there is a direct improvement of existing teaching practice. Teachers´ ideas and skills are questioned reflected upon, theoretically supplemented and changed regarding classroom action. Theories and research findings are “translated“ in concrete tasks to make them “discussable“ between teachers and researchers. The focus of the paper concerns the identification of different teacher profiles relative to several factors: teaching experience, development of context orientated and advanced competency tasks and units, desire and willingness to modify ones teaching culture, and position towards networking and reflection competence. The juxtaposition of the interview results for the set coordinators, the set researchers and the teachers illuminates the structure of cooperation in the learning communities.