Using social network analysis, this paper explores how teachers of color (ToC) are situated in their schools' work-related social networks in two school districts--a small city and a mid-sized city. It examines if ToC in elementary schools in two school districts are sought out for work-related advice by their colleagues, and if they seek advice from others. Drawing on a Theory of Social Isolation in Organizations, findings indicate Lakeview ToC were less likely to seek out their colleagues for advice about math, but the same was not true in Oakton. Lakeview implemented a new math curriculum; Oakton did not. ToC in Lakeview were the only such teacher in their schools; Oakton ToC were more often grouped with other ToC.