This study uses the lens of community of practice and teacher development studies to show the teacher development processes of three young novice American teachers who participated in the TaLK (Teach and Learn in Korea) programme, a Korean languageteaching programme launched in 2008. Hired as ‘TaLK scholars’, after four weeks of TaLK orientation they were allocated to local primary schools to teach after-school English classes for 15 hours a week. The study conceptualises these two sites each as a community of practice. The fieldwork for this study was carried out from February 2012 to November 2012. The data were collected through diary entries, interviews and classroom observations. This study uses the lens of community of practice and teacher development studies to show the teacher development processes of three young novice American teachers who participated in the TaLK (Teach and Learn in Korea) programme, a Korean language teaching programme launched in 2008. Hired as ‘TaLK scholars’, after four weeks of TaLK orientation they were allocated to local primary schools to teach after-school English classes for 15 hours a week. The study conceptualises these two sites each as a community of practice. The fieldwork for this study was carried out from February 2012 to November 2012. The data were collected through diary entries, interviews and classroom observations. The findings from this study are that, first, both the TaLK programme and the host schools must do more to engender a sense of belonging, so that young novice teachers can become legitimate members of their two communities. Secondly, novice teachers can best develop their identities as practitioners when they are allowed and encouraged to be creative in their learning and teaching activities. Thirdly, working in a new linguistic and cultural environment demands intensive learning on the part of all collaborating teachers, and this requires an openness to cultural difference.