Researched in the narrative-inquiry tradition, this article continues to map the terrain of teachers professional knowledge landscapes by distinguishing knowledge communities from other teacher groups. It brings to light a bridging space in which the boundaries of teachers landscapes may shift, and their transactions may become less safe, particularly when hotly contested matters reach narrative plateaus that are difficult to surmount. This personal experience study conducted in relationship with African-American teachers, Hope and Lorne, makes these distinctions known amid the unexamined narrative freight that pervaded their school contexts and against the backdrop of the historical African-American neighborhood within which their campuses were located.