The rapport among teachers can be a significant determinant of educational quality and workplace atmosphere. A practicum project sought to improve professional communication among staff at an urban, public elementary school where teachers did not have opportunities to meaningfully interact with one another. The staff in this school consisted of a male principal, a female vice-principal, 35 teachers, 4 teaching assistants, 2 secretaries, and 2 custodians. The decision to host six preservice teacher candidates permitted an opportunity to solve the problem. Over the 8-month period, 3 types of teacher interactions were initiated: professional cooperation, "Tea and Tidbits," a professional circle to discuss classroom practice, and shared space partnership. In post-project asssessments, teachers reported an increased number of conversations. Insights into education due to conversations and planning with colleagues were not apparent. While teachers appeared to agree that staff modeled behavior they hoped children would emulate, a discrepancy was noted in the fieldnotes between what the teachers agreed on and what they did. Although the practicum met only one of four objectives, it demonstrated how experienced teachers and preservice teacher candidates could initiate collegiality. (Contains 48 references.) (MOK)