This article documents an investigation into the nature of selected secondary English teachers' online participation across platforms (i.e., blogs, microblogs, social networking sites) as they explored issues related to teaching, learning, and literacy. Ethnographic content analysis of online artifacts generated over approximately 10 months revealed four interrelated participatory practices that reflect the nature of the teachers' online participation: supporting teachers, seeking support, curating ideas and information, and promoting one's own online content. With implications for teacher education and future research, the study contributes to growing understandings of teachers' efforts to advance their professional development by participating online.