Successful schools acknowledge that collective responsibility for student learning occurs when strong teacher relationships and collegiality are present, but few school interventions are aimed at improving outcomes for teachers. In this study, a nonequivalent wait-list control group design was used to test the effects of teacher-to-teacher written praise notes on junior high school teachers' perceptions of school community and collegiality. Participants completed the School Community Survey (SCS), a measure of collaborative interactions within a community of teachers. Results showed a statistically significant difference between treatment and control conditions, with moderate effect sizes: SCS scores improved following the praise note intervention. Teacher ratings of social validity were also high. Implications for secondary schools are addressed. (Contains 3 tables and 2 figures.)