The purpose of this case study was to explore the community of one purposely selected department of secondary social studies teachers. I aimed to provide insight into the nature of one community of congruence amid the many constraints and systemic pressures in school systems today. Many have suggested that education is a microcosm of larger society, and that we have approached both in an increasingly fragmented manner. Systems theorists suggest that one way to address this problem would be to develop a systems consciousness in order to start viewing the world and education as connected and interrelated. One way to do this might be to create a "community of congruence" in the school system. A community of congruence is defined as a group of "like-minded people, gathering in community to reinforce fragile beliefs" in order to "offer mutual support and opportunities to develop a shared vision." The data suggest that this community of congruence was evolutionary, interdependent, and politically sophisticated. The study used systems theory to better understand the community's transformation. One benefit of this research may be to offer possible insights for those interested in developing communities of reassurance and support while simultaneously furthering a shared vision for education. [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.]