This study looked at the experience of four high school teachers as they worked to develop a collegial community by implementing the "Connections" program. The teachers were on the faculty at Cedar City High School in southern Ohio where their subjects were, respectively, English, Social Studies, and Physical Science; one teacher was in special education. Connections was a three-period block encompassing the subject areas of English, World History, and Physical Science. The four teachers' goal was also to develop a community identity through the program. Data collection followed a qualitative case study design which included observations, interviews, and document analysis. The study used the story form to follow the year's implementation and the teachers' common participation in that story as a foundation for their identity. The progress of the year saw the gradual development of a separation with one member of the team. The study concludes that by the end of the year each teacher's commitment to Connections was defined in terms of his or her belief in a core Connections value: ensuring student success. It appeared that both shared interests and democratic processes of deliberation and critique were necessary to sustain the communities required for change. (Contains 22 references.) (JB)