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This book focuses on the development of EFL teacher expertise amid the backdrop of the Marathi sociocultural context. Killen's (2009) model of teacher knowledge, identified by Shulman (1987) as pedagogical content knowledge (PCK), supports the study of the three EFL teachers' knowledge of the tenth standard syllabus content, of their students and their learning and their teaching of specific forms of content. Vygotsky's (1978) sociocultural theories of learning and Wenger's (1998) theory of communities of practice are employed to investigate the teachers' transformation of their classroom teaching practice and participation in their communities of practice, both within and outside the school environment. Educators world-wide in the field of English language teaching, English language teachers and teacher-trainers will benefit from this book which is an excellent example of how a qualitative, ethnographic research paradigm in conjunction with case study research methodology supports an investigation of EFL teacher expertise and professional development from a sociocultural perspective.