As a means to make professional development more relevant to teachers and transferable to the classroom, many districts are searching for ways to extend the knowledge gained in training through the use of professional learning structures at the school level. For this study, a peer visit protocol known as “2+2” was used as a tool to sustain professional development. The purpose of this study was two-fold: to reveal teachers’ perceptions of isolation and to study the impact that a peer visit protocol may have on these perceptions and on their reflective practice. This qualitative study took place in a small school district on the Mid-Atlantic coast of the United States. The case study approach involved ten teachers who participated in a professional development program known as “Roadmap to Results.” The research involved a questionnaire, an artifact analysis, and a focus group interview. Findings indicated that by engaging in peer visits, the high school teachers in this study felt reduced feelings of isolation and an increased sense of community. The teachers also indicated there were higher degrees of support in applying new ideas in their classrooms, and this increased the degree of transfer of what was learned in professional development activities.