Since its inception, we have thought of our active learning project at George Mason University as a community of practice: a network of like-minded faculty interested in student-centered teaching. This community approach is evident in our 2019 goals for institutional change which were to “diffuse active learning approaches to our department.” Very simply, we wanted to grow our community of active learning practitioners. In this article, we reflect on how a community foundation of vulnerability and trust shepherded us through rapid institutional change during a global pandemic. We describe how vulnerable leadership led to individual professional growth and then connect that professional growth to structural changes within our department.