This article charts the development of a networked learning community (NLC). NLCs were established by the National College for School Leadership in 2002 connecting groups of schools to further both pupil and teacher learning. This study examines one sub-network in a London borough, focused on developing Assessment for Learning practices. The co-leaders of this network also acted as project coordinators to the Teaching and Learning Research Programme funded "Learning How to Learn" project (2001-2005) through which data were collected for this study. A biographical approach reflects how the co-leaders expressed their network as having a life cycle. A model representing the cyclical nature of networking opportunities in phases of birth, youth and maturity is applied at macro and micro scales. The co-leaders' developing understanding of their roles presents how they "learnt how to network" in parallel to those in the network developing "learning how to learn" practices. While framing past experiences, a biographical approach raises questions about the future of such networks. In the case of NLCs, the nationally funded initiative has ended. What will succeed this history of successful teacher-teacher and pupil-pupil networking? Does the metaphor continue to hold beyond maturity to old age and death? (Contains 2 figures, 2 tables, and 3 notes.)