Teachers who work at small schools often do not have colleagues at their workplace who teach the same content area and therefore cannot benefit from the professional growth that comes with having same-subject colleagues in one's workplace. The purpose of this study was to see if participating in a teacher Facebook group as a Virtual Community of Practice (VCoP) for a month would improve the teaching self-efficacy beliefs of three middle school teachers who teach in isolation at a Catholic P-8 school. Each middle school teacher joined a different active Facebook group pertaining to the teaching of their content area for a month. This is a case study with a cross-case synthesis. Data from pre-study and post-study self-efficacy surveys and interviews as well as a lesson plan template, teacher contribution sheet, and researcher journal were analyzed. The results of this study indicated that while the teachers who participated in the study did not feel that participating in the Facebook group improved their self-efficacy beliefs related to teaching their content area, they found great value in both the resources/lessons shared among members in their group as well as the support offered from member to member in the group. All three teachers planned to continue being a member of their respective Facebook group after the conclusion of the study. [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.]