Professional Learning Communities (PLCs) have created opportunities, within schools, as a means to work together to share professional inquiry and further explore various strategies to increase student achievement. Previous research on PLCs mostly focused on ways school staff and faculty engaged on topics of student performance and student learning. This exploratory case study invited beginning teachers with four or less years of teaching, veteran teachers retiring within two years, and retired teachers in the areas of business, information technology, and marketing education to participate in a private Facebook virtual community group sharing experiences, frustrations, and engagements over a period of three months. Participants included three veteran retired teachers and nine beginning teachers. Informal interviews, observations and numerous artifacts provided insights regarding the value of a virtual learning community. Participants believed a virtual space could create an environment of connectedness and shared emotions as well as providing a place of trust and safety. Beginning teachers within the PLC virtual community felt this type of small group was valuable, although the veteran retired teachers were unsure of their personal contribution and/or value. Conclusions included: (1) An effective PLC for new teachers needs to be small and provide a safe environment for interaction with peers and experienced educators; (2) A virtual PLC can facilitate the sharing of strong emotions regarding the intensity of the teaching role and provide some relief to participants; (3) There is a potential value for the veteran retired teachers' participation in a virtual PLC though there was insufficient evidence of those participating embracing their value; (4) Facebook as the virtual space for a PLC may not be the most conducive for mentoring new teachers. Recommendations to schools, districts, and state agencies include encouragement to create virtual spaces for expression of feelings, frustrations, and connections without judgement. The study outcomes contribute to previous literature by providing an example of how a virtual PLC may have the effect of lowering new teacher attrition rate as well as honoring the wisdom and expertise of retired teachers while providing a safe environment that is constructive, mentally healthy, and versatile. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]