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Teacher learning is no longer just restricted to the local area in the era of internet.Teachers reciprocal learning of China-Canada are carrying out innovative measures in the world of internet.This article reports the establishment of(a)cross-cultural professional learning communityin Toronto-Shanghai schools under the support of the Canada?China Partnership Grant Project 2.It demonstrates how narrative inquiry as a method involves teachers and researchers as collaborative and reciprocal learners in the process of furthering teachers personal and professional learning.Using modern internet communication technology,the researchers work as a bridge to connect teachers of the two schools and helped them to mutually understand,trust and identity.Teachers collaborated in such ways as supporting each other and share their values/vision,sharing curriculum and pedagogy,carrying on jointing lessons,inviting students to join the discussion and solving problems by negotiation.It found that both the teachers and researchers made progress in personal knowledge and professional knowledge during the collaboration.It argues that mutual understanding and identification between teach-ers of two countries,between teachers and researchers are crucial and can contribute to the reciprocal learning.Finally,researchers supportive condition plays an important role in the maintenance of a strong reciprocal learning relation-ships.