Changing social contexts place new demands on teachers expecting them to change. However this change cannot be seen in simplistic terms of learning that results in new concepts replacing the old. An investigation into the developmental trajectories of teachers shows teacher learning as a complex process. It involves a non-linear process of reconstruction of the self through twisting paths. Teachers meaning construction, taking place with in the broader meaning system in which their work is embedded, creates contrary pulls on the teacher simultaneously making teacher learning and development a recursive ongoing process, a lifelong journey. This paper employs Bakhtin’s notion of ‘heteroglossia’ as an analytical framework to capture the disparate forces that mediate teacher’s experience making their learning a ‘saga of struggle’. The empirical data for this paper is drawn from the case study of a small community of ESL teachers in South India participating in an informal Teacher Development Group (TDG). TDG provided a dialogic cultural space for teachers to author new pedagogical ideas through their engagement in inquiry activities. These activities where designed to provide ongoing support to help teachers in their non-linear process. More