Isolation, both physical and social, is not new to teaching (Lortie, 1975). The structure of the school building itself isolates teachers from one another (Harris, 1995). This coupled with invisible walls constructed by the culture of teaching, creates a setting that promotes privacy and isolation (Britzman, 1986). This article shares the experience of a first-year chemistry teacher, Shayne, and how she combated her feelings of isolation through an active research group.