The qualitative research described here studied interactions between first-year teachers and their teacher colleagues in an effort to understand how beginning teachers construct their interactions and employ them to master the curriculum, understand the grade level being taught, and gain control of classrooms. Seven beginning elementary school teachers, graduates of the University of Florida, were interviewed three times about their first-year experience. Four of the teachers expected to find support and assistance from other teachers; three were reluctant to share problems and concerns with others. Analysis of the findings suggests that beginning teachers who pursued collegial interaction were also the most reflective thinkers. Their professional development was nurtured by the peer teacher, and the habit of critically examining practices was established. During their interviews, they easily explored a variety of explanations of classroom events, a range of alternatives, and both intended and unintended consequences of their practices. The three teachers who were isolated identified a narrow range of explanations of classroom events, chose and implemented one strategy, and were wary of openness and unintended consequences. Implicit for teacher educators is the need to assist students in understanding the importance and potential of networking. (LL)