The idea of cultivating subject teachers' expertise through specilaized learning communities has been a topic of much discussion but there has been little research done on teachers' participation in these learning communities. According to our survey findings, teachers cited developing teaching & learning capabilities, mutual sharing of knowledge, skills, and educational information, and networking with peers as the main reasons they participate in such communities, and their average participation time was two hours per month. Time constraints due to heavy workload, lack of support, insufficient budget, heavy administrative workload, need to recognize their participation as training credit, and autonomy of community operation were pointed out as issues to address. Based on this analysis, KRIVET recommended the necessity to allocate an adequate budget and time, and administrative support to promote teachers' cooperation in research activities.