Schools are places where people with different backgrounds, experiences, communicative repertoires, and institutional roles come together to do the joint work of educating children. In such spaces, educators sometimes find themselves ill-equipped to deal with choques (Anzaldúa, 1987), or situations in which their interpretations differ from those of other members of the school community. Even as we know that diverse schools correlate to better experiences for students (Glass & Jones, 2015; Torres & Weissbourd, 2020), the differences in perspective inherent in such spaces can result in educators leaving the profession, citing issues of school culture or fit (Gunther, 2019; Miller et al., 2020). This dissertation studies the implementation of the Collaborative Narrative Space, a professional development structure developed to facilitate “pedagogically productive talk” (Lefstein et al., 2020). While there is a proliferation of training protocols designed to help educators to thrive in pluralistic schools (e. g., Descriptive Inquiry; Normative Case Studies; Lion’s Story), few studies examine what happens when such initiatives are implemented in practice and how the structure of protocols might facilitate the successful navigation of differences. This study reports on the design and implementation of a professional development initiative, the Collaborative Narrative Space, where educators at a dual language elementary school compose and critically analyze stories with perspectives in conflict. It draws upon frame theory (Goffman, 1959) in order to understand how educators manage competing perspectives through narratives. Through qualitative research methods, including discourse analytic techniques, we learn that educators experienced creative insulation in the professional development, as well as the complication their interpretations and increased perspectival humility. Their talk was relational and comedic, unresolved in the stories they surfaced, clarifying of roles, expectations, and systems at the school, and affirmative, seeking to leverage their collective assets. This study contributes to the body of research on Critical Professional Development (Kohli et al., 2015) by offering a protocol which builds on the affordances of storytelling (Ochs and Capps, 2001), as well as to the study of workplace talk (Holmes, 2005) through its focus on educators’ language use. It shows that storytelling together can build our capacity to manage the differences we seek to foster in schools, and to sustain our school communities.