This article explores how participation in a community of practice course aided negotiation between performer-educator identities among graduate students professionally active as studio teachers. Studio teachers may face isolation due to limited opportunities for professional development and the secluded nature of one-on-one instruction, and overemphasis on vertical knowledge transmission within a master-apprentice model. Often engaged in performing and teaching as part of a broader, portfolio career, studio teachers may face tensions between their performer-educator identities. These tensions in identity may be mitigated through participation in a community of practice. Using a qualitative case study methodology, researchers used questionnaires, reflective assignments, interviews, and non-participant observations to investigate the experiences of 6 participants enrolled in a one-semester graduate course. Themes include the impact of participation in a community of practice, tensions in identity, and alleviation of tensions between identities.