This study explores the conditions for effective peer-based cross-cultural professional development partnership to facilitate true professional learning through reciprocal learning between two teachers participating in the China-Canada Reciprocal Learning Project.It examines how barriers,such as language,cultural difference,time difference,lack of face-to-face interaction,stressful workload and curriculum demands,existing in a cross-cultural partnership hinder meaningful in-depth exchanges between the two partners.In addition to various barriers,stereotyping and the learner-centred nature of the Reciprocal Learning Project contributed to the limited exchanges among the teachers at the beginning of the partnership.After reflecting on their experiences in the reciprocal teaching partnership and their roles in the project,more collaboration in lesson planning,constructive critiques and sharing of best practices had taken place.Both teachers were inspired to make changes to their instructional practices.For true professional learning which elicits transformative and permanent changes in thinking and behaviour to occur,the study concludes that personal conditions such as growth mindset and commitment to student learning,and partnership conditions such as common goals,clear norm expectations and mutual trust are the keys.