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Interactions among elementary teachers can facilitate the development of professional communities, in which teachers make decisions about peacemaking education in their schools. The study shows that working together in small teams that make decisions around shared concerns can help teachers to develop professional community, under certain conditions. The opportunity to choose their agendas for discussion increased the commitment of teachers in this study to implement innovation. Also, working together to develop a process and decision-making procedure that created a safe structure for interacting seemed to support the inclusion of more voices and encouraged teacher learning in working group interactions. The constructive dissent that emerged in the conversations encouraged teachers to share the kinds of information about their own instructional practices that teachers often keep to themselves, to reflect on school and classroom approaches to peacemaking, and to implement some actual changes in practice.