Although research on teacher alienation and isolation has demonstrated the importance of developing collegial relationships, mentoring, and induction programs, there is limited research examining the ways to support critical educators with combatting their feelings of alienation and isolation as it relates to the larger sociopolitical dynamics they must endure. Within teacher education and teacher in-service development we must engage in research and approaches to learning that acknowledge the possibilities and potential of teachers to lead their development toward becoming critical and culturally relevant practitioners. Using an internal colonial framework where schooling is articulated as an extension of the colonial project, this article explores the reflections of ten educators, from the elementary to high school level, as they worked to create spaces for learning within a teacher-led, community based organization. Drawing from participant observations and interviews with organization members, this article explores the ways participation in a community based organization supported teachers with enduring the social and psychological consequences of the alienation they experienced in their schools. The data explore the ways in which participants worked to develop teaching practices drawing from anti-colonial perspectives and through their process developed a sense of solidarity with other teachers, which is discussed as three subthemes: shared beliefs, community, and commitment.