The thesis of this paper is that, although the concept of teacher support groups is well accepted, their implementation is haphazard at best. Three reasons are cited: (1) Professional literature often mandates conditions for establishing support groups that are unrealistic for most schools; (2) Teachers sometimes see the support group as another obligation to be met; and (3) Some normal and predictable stages are difficult for group members to accept as productive. It is claimed that, without support groups, teachers can become lonely, tense, and burned out. A plan is suggested for establishing a nonthreatening teacher support group at the school level. An ideal group is described as consisting of between three and five volunteer members, who meet for at least one hour on a weekly basis. Group leadership should be rotated or shared, and each meeting should have both structured and unstructured elements. Suggested rules and procedures for the first four meetings are outlined, and general tips are offered. (FG)