The focus of this article is the more immediate way to help new science teachers, which comes from the experienced and professionally active teacher—you! As science teacher educators who work with and study the development of beginning teachers, the authors’ found the support offered knowingly and unknowingly by the teacher next door was a critical factor in assisting the new teacher (Luft and Roehrig 2006). Other research has expanded on this and found that support creates a positive learning and teaching environment and contributes to the development of the new teacher (Dangel 2006). Experienced science teachers can use the research-based strategies presented in this article to assist beginning science teachers.