This study aims to analyze a case of a A-college researcher learning community based on activity theory which focuses on collective learning of human beings and to explore its effect and limitation. According to the result of analysis on this research, a A-college researcher learning community consisted of its members who were in the different disciplinary fields and from the diverse academic background(subject). It was improved the self-directed instructional capability through a collaborative model of a school-university partnership and pursued the improvement of the class culture and school culture(object). It was also used the varied set of data such as survey results, materials for meeting and proceedings, audio recordings and transcriptions, seminars, and notes from the weekly meeting in a A-college researcher learning community and utilized physical tools including classroom videos, professional literature, and textbooks and conceptual tools class critiques and classroom observation and analyses for the supportive activities to carry out PLC activities with the partner school(tool). Based on studying subjects, objects, and tools of this research, it was conducted in researching on methods and systems to strengthen classroom dialogue through a professional learning community which was focused on reenforcing teachers' self-directed instructional capability(activity). At the same time there were a supportive relationship with a university and a local office of education, a collaborative relationship between a university and a school, and a relationship for establishing a PDS team with the sub-teams(community). Under the condition of its sustaining learning community activities and continuous professional development, Its members attempted to share its rules of this community: keep our community and membership permanently, respect for the voice and perspectives of others as much as possible, take responsibility for developing professional knowledge and skills and communities of its members(rules and regulations). This community required us to run organizations by sharing its division of labor and playing a role of a leader and facilitator both in a college learninng community and a professional learning community at schools(division of labor). Last and at least, a A-college researcher learning community could recognized its identity and orientation toward the characteristics of knowledge and identified its problems with respect o the establishment of educational institutions or developmental stages.