The focus of this article is the more immediate way to help new science teachers, which comes from the experienced and professionally active teacher--you! As science teacher educators who work with and study the development of beginning teachers, the authors found the support offered knowingly and unknowingly by the teacher next door was a critical factor in assisting the new teacher (Luft and Roehrig 2006). Other research has expanded on this and found that support creates a positive learning and teaching environment and contributes to the development of the new teacher (Dangel 2006). Experienced science teachers can use the research-based strategies presented in this article to assist beginning science teachers. (Contains 3 figures.)