When school librarians are hired, most of them will find positions as the only librarian in the school. Their training, their ideals, and what was once a clear vision of the profession can become murky when removed from their classrooms, their professors, and their peers. New school librarians can look for help in the district policies and procedures manual, or in the national standards and guidelines. They can even ask their professors, their district supervisors, or find mentors. What would help most, though, is to have help from a variety of people who are in the same positions, have faced the same or similar students, and have handled the same situations. How can school librarians working solo know whether things they were so sure about in library school are the right things to do? When ideals meet reality, trying new ideas can meet with shock and even anger from clerical staff, faculty, and administrators. Each situation becomes a case for wondering why the training situation does not meet reality. Mentorship can help alleviate this situation, but it is still a one-on-one learning experience, and the amount learned is dependent on what the mentor knows. Strength can come from learning the stories of other librarians, in other schools and districts, who have successfully implemented exactly the changes needed. Communities of practice and evidence-based practice are based on the principles of the basic scientific method. The last step of all of these professional learning methods is the same: to share the results with others.