The isolation of d/hh students is also experienced by their teachers. This article has described how such isolation can be substantially reduced through the innovative and collaborative use of Internet resources and preservice teachers. The strength of the proposed model lies in the focused use of already available and currently underutilized resources. Experienced teachers who do not have access to preservice teachers, could benefit from the model through their use of the resulting Web pages and by their participation in such programs as the "Cyber Teacher" Project (Welch, 1996). In this Project, preservice teachers were paired with experienced teachers via e-mail exchanges. The preservice teachers shared what they were learning in class, while their partner shared the day-to-day realities of being a teacher of d/hh students. In addition, preservice teachers served as "researchers" for their e-mail partners by searching for requested information and curricular materials. As a result of these and other collaborative activities, experienced and preservice teachers have co-developed K-12 curricular resources. More importantly, the activities encouraged individuals to take risks by sharing what they knew, by admitting what they would like to learn and by learning a technology that holds tremendous promise for us all. In the process, accomplishments were recognized, expertise were shared, resources were increased and learning occurred. Therefore, the question is not whether the technology, or the model will work, but rather will enough experienced teachers, preservice teachers and program faculty take the risks necessary to try the suggested model and to share the resulting information with us all?