This article reports on how mathematics teachers connect face-to-face and virtual professional learning communities by expanding the notion of lurker and broker within both environments. Through an analysis of 18 interviews with K-12 mathematics teachers, categories of participation are presented to describe the nuances between the ways mathematics teachers connect learning experiences across learning environments. This article provides examples of the ways mathematics teachers leverage learning within one space to broker information in the other. Methodological and practical implications of this research are discussed. Methodologically, this article presents the usage of artifact-stimulated recall during interviews to promote reflection of virtual learning interactions. Practically, this article seeks to push the field of mathematics teacher's professional learning beyond traditional forms of learning to see the value of informal learning in virtual spaces.