Using Activity theory as a theoretical lens and activity systems analysis as a method, this study explored the major contradictions in an EFL teacher professional learning community (PLC) established through a university-district-school partnership, and also the study described the expansive learning process in which the community members tackled the contradictions. Multiple sources of data were collected, including interviews, observations, and documentation. Findings revealed four levels of contradictions: the primary contradiction between the university researcher and school teachers, the secondary contradiction between imparting theory and teacher learning, the tertiary contradiction between existing practice and new design, and the quaternary contradiction between practical engagement and academic research. Accordingly the community members took a series of strategic actions, including questioning and observation, analysis and proposal, examination and implementation, and reflection and resolution. The study may offer insights about nurturing language teacher PLCs, and overcoming contradictions in similar joint activities. Furthermore, the study highlights the potential of activity systems analysis as a descriptive research tool for its meaningful application in language teacher education research.