Abstract: In the context of the new curriculum reform and the increasing demand for high-quality educational resources in primary and secondary schools, how teachers can enhance their boundary-crossing learning capacity has become a significant issue. Teachers need to continually transcend the fixed "boundaries" of their schools through methods such as teacher rotation, educational support programs, and university-school collaboration. By utilizing the learning resources at the boundaries and the creative resources generated by crossing boundaries, they can re-examine their habitual thinking experiences and professional practices, thereby changing their ideological concepts and behavioral patterns. From the analytical perspectives of the three learning metaphors—"acquisition," "participation," and "knowledge creation", and employing methods such as observation and interviews to gather rich empirical data, this study presents teacher boundary-crossing learning processes in different contexts through a narrative approach. With reference to Akkerman and Bakker's boundary-crossing learning mechanism of "identification-coordination-reflection-transformation," it discusses the outcomes and trends of the three types of boundary-crossing learning.