The Greater Pittsburgh (Pennsylvania) Literacy Council (GPLC) is a volunteer-based literacy council that provides adult basic and literacy education services to the area's citizens. The GPLC conducted an action research project to determine whether adding monthly meetings for professional teaching staff and providing opportunities for interaction with other GPLC staff would result in a teaching staff that was more integrated and more mutually supportive. During the project, the GPLC's four professional teachers met four times. They discussed common issues, participated in problem solving, and shared teaching methods. All teachers were scheduled to attend professional development activities, including at least one group activity. The teachers were interviewed and asked to complete an oral questionnaire six months later. All four teachers valued the teacher meetings enough to continue them for the next contract year. All four teachers stated that they valued the meetings for providing an understanding audience for brainstorming and general commiseration. Three of the four teachers found time for additional professional development activities that allowed for interaction with GPLC staff and other literacy professionals. Three teachers stated that the meetings made them feel less isolated, and two stated that the meetings made them feel much more integrated into the agency. (MN)