This study examines how teachers learn in professional learning communities (PLCs) and the influencing factors in two schools in China. Drawing on data from interviews, field observations, and documentary analysis, the findings revealed that the learning culture of one school's PLCs was innovation-driven with the generation of new ideas and practices through continuous inquiry, while the other school's learning culture was inheritance-led with the acquisition of existing knowledge through one-way transmission of experience. It also found that effective teacher learning relies on a shared vision, in-depth collaboration, supportive and distributed leadership, a facilitative structure, and a collaborative and innovative culture.