The  proliferation  of  Open  Educational  Resources  (OER)  is  a  disruptive  innovation.  At  first  glance,  using  OER  simply  consists  in  replacing  a  traditional  text  with  an  alternative.  Often,  little  attention  is  paid  to  the  process  of  adopting  and  adapting  OER  materials.  In  the  course  of  creating a learning community for faculty who intended to use OER, we experienced  that  this  seemingly  minor  shift  of  instructional  resources  opened  onto  an  entire  landscape  of  questions  around  the  meaning  of  education, the nature of social and political power in education systems, the  meaning  of  authority  and  credibility,  the  risks  associated  with  change  and  our  own  identities  as  participants  in  higher  education.  We  present  here  the  themes  that  emerged  from  our  learning  community,  which consisted of an OER librarian and seven faculty members. These themes related to the process and methods of teaching, the goals of using OER  and  our  fundamental  goals  as  educators.  This  modest  case  study  reveals  that  a  peer-to-peer  research  and  learning  community  that  is  designed  to  support  transformative  learning  enables  a  faculty  member  to derive the full benefit of using OER. Such a learning community not only  builds  personal  capacities  for  making  conscious  choices  beyond  one’s conditioned tendencies, it also revitalizes the spirit of scholarship.