This applied dissertation explored the topic of teachers who participate in social media groups for professional learning. To put their best foot forward, teachers turn to social media platforms for ideas, advice, and support from educators all across the country. This study sought to understand how these educators were using these platforms to improve their instructional practices. The researcher of this dissertation developed a phenomenological study regarding experiences that educators were having online. The research focused on a group of educators who participated in an upper elementary school's Facebook group. The researcher used surveys to better understand the lived experiences of these educators. Results of the study revealed that participants received support from the Facebook group in order to better perform their jobs under the umbrella of support systems. These support systems included technology training, technology resources, basic supplies, subject-focused curriculum, and professional learning opportunities in instruction and technology implementation. Participants believed that Facebook resources helped them perform their job duties, but the level of help and to what extent varied among the teachers. While some participants responded that the resources provided to them positively and significantly influenced their professional practice, other participants in the study believed that the impact was minimal. The audience benefitting from the research included teachers, administrators, and professional learning specialists. This study included teachers who were using social media for informal professional learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]