Participatory online professional development opportunities created for teachers by teachers have emerged with the proliferation of social media. This article presents an investigation of a voluntary, participant-driven, 5-week online professional development offering in which two high school English teachers invited colleagues at a distance to explore teaching with young adult literature. This article details how the teachers who created and facilitated the course--voluntarily and with no compensation--describe their experiences. Findings reveal that participants described designing and facilitating a participatory online professional development opportunity as (a) a chance to address teachers' expressed needs; (b) a reciprocal process of enhancing confidence; and (c) a building block for future professional development offerings. Implications for teachers, teacher educators, and researchers are provided.