Purpose: The purpose of this study was to investigate how U.S. physical educators who actively engage with professional content on Twitter view it as a platform for continuing professional development. Method: Thirty-two U.S.-based physical educators participated in semistructured telephone interviews. Most of these teachers were White (n = 29; 91.00%) and taught in elementary schools (n = 26; 81.25%). The data were coded inductively and deductively, using role socialization theory as the guiding framework. Results: Four themes were generated: (a) socialization "into" Twitter takes time and is often encouraged by existing members; (b) socialization "through" Twitter focuses on improving practices via the sharing of resources; (c) everyone has a voice on Twitter, but the content requires critical appraisal; and (d) teachers create a community on Twitter that addresses marginalization and isolation. Discussion/Conclusion: The participants used Twitter to develop a sense of professional community and reduce perceptions of isolation. Twitter has the potential to support the improvement of practice through grassroots continuing professional development.