Work-related social interactions are key to the effectiveness and retention of new teachers, yet little research has examined changes in these networks over time. Using longitudinal social network data from 14 elementary schools, this study explores new teachers' instructional advice interactions with their colleagues. Results suggest that new teachers are relatively peripheral to their schools' networks, maintain similar advice-seeking patterns as their early careers progress, and that new teachers' advice-seeking predicts leaving their schools or teaching the following year. These findings have implications for efforts to support new teachers' collegial interactions and retention.