One impediment to successful teachers’ professional development programs worldwide is the gap between theory and practice (McIntyre, 2005). This presentation reports two case-studies exploring the use of classroom videos as a tool to bridge this gap in continuous education in Chilean public schools. Communities of learners formed by teachers and university researchers use videos as a tool for reflection, focusing on teachers’ and students’ thinking. Using mixed methods, we analysed the effects of the program regarding teachers’ practices (pre-post classroom videos) and their professional vision (pre-post analysis of a classroom video). We also analysed video of the program’s meetings. The results show an overall improvement in the pre-post evaluations, although wide individual variation was found. The analysis of the program meetings provided insight into how the learning process unfolded for each teacher. These findings suggest positive effects of the program, and point to individual and school-level characteristics that could mediate teacher learning in context. This presentation addresses issues related to program design, the differences in the contexts in which the two case studies were conducted, and individual differences among teachers. We highlight the role of video in sustaining such reflection communities, in which both teachers’ and researchers’ practices are enriched.