The aim of this study was to explore teachers’ professional learning in a community of practice (CoP) in South Korea and its impact on teachers’ and pupils’ learning. The study employed qualitative research methods within a case study framework. Data were collected in South Korea from September 2014 to June 2015. A professor who created the CoP, 8 secondary school physical education teachers (as case-study teachers) and 41 pupils from 8 different schools participated in this study. Five different data collection tools were used: individual interviews, observations, focus group, open-ended questionnaires, and document analysis. Three key findings from this research are: 1) five different activities supported in the CoP helped teachers to develop both ‘pedagogies’ and ‘teachers’ characteristics’ and they impacted together on pupils’ learning; 2) teachers’ professional learning in the CoP was influenced by: retaining a focus on developing pedagogies together, professional intimacy between members, appropriate support from the professor, and temporal and spatial issues; and 3) teachers’ professional learning and its links to pupils’ learning were influenced by factors at the micro, meso and macro levels. Insights into the value of CoP theory are discussed and implications for the effectiveness of teachers’ professional learning identified.