A mentoring relationship that began as part of teacher preparation can evolve into a professional community that stays connected through several means of communication. While there are examples of mentoring relationships within schools and among former university cohorts, these authors took a slightly different approach. Rather than forming a new teacher support group and focusing on their development as teachers, they chose to form a writing group and focus on their development as writers. While they certainly talked about their classrooms, helping each other through challenges and celebrating successes, they came together every two weeks specifically to talk about their writing projects. This choice required them to revise their relationships and to open spaces for new types of interactions.