This paper reports on the findings from a study made in 1984 at the University of Central Florida on the subject of teacher isolation. One hundred and ninety-six elementary and secondary teachers responded to a survey questionnaire on their experiences in the school community and their attitudes toward more involvement with other teachers and administrators. A summary of their responses led to the conclusion that isolation does exist and that high school teachers might have more serious problems in this area than other teachers. A discussion is presented on conditions that can help to reduce the isolation of the classroom teacher, e.g., developing a climate of trust, sharing decision making, and training and staff development. Some specific strategies for increasing and improving social interaction among the school staff are suggested. (JD)