A survey of 196 elementary and secondary education teachers attending graduate programs in the University of Central Florida's College of Education provided data supporting previous research on teacher isolation. Over 80 percent of the teachers felt their classrooms were private worlds entered only by themselves and their students. The teachers reported that formal and informal visits to their classrooms by observers or evaluators were rare, as were their own visits to the classrooms of other teachers. The teachers indicated they would welcome more informal contacts with and visits from their peers. High school teachers appeared more isolated than other teachers. Strategies for alleviating teacher isolation include developing a climate of trust within the school, sharing decision-making power, and using professional development activities to improve communication and team-building skills among teachers. Additional strategies to consider include forming quality circles or other problem-solving committees, presenting meetings focused on the daily activities of staff members, requiring peer observation, increasing opportunities for staff social activities, encouraging attendance at professional meetings, conducting retreats for sharing values and attitudes, and planning regular informal meetings to discuss teaching techniques or new ideas gleaned from the professional literature. (PGD)