This case study is an investigation of the teaching and learning of a teacher in the congregational school of which the author was the director, whose classroom practice was strongly reflective of relational learning theory. It explores the pathways through which this teacher was in turn supported in learning and teaching by relationships with peers, supervisors, and teen "madrichim" in the Relational Learning Community in which the faculty participated. Most significantly, this study examines how such support provided a source of resilience during a period of intense stress and disconnect, and explores the wider implications for teacher growth and retention.