Abstarct: Interactions and collaboration are particularly valuable to improve teachers' professional learning. However, a number of factors may impede teacher's collaboration. Although much research offer guidance on teacher collaboration, there is scant information on why teachers are isolated and what practical strategies of collaboration are. Thus the objectives of this study are twofold: (1) knowing why Iranian teachers are isolated, and (2) uncovering collaboration techniques used by language teachers. This study uses Grounded Theory to collect and analyze qualitative data from thirteen experienced language teachers who were willing to share their perception with the researcher. Analysis revealed two core categories: Causes of teacher's isolation and techniques for collaboration. Despite being a localised and small-scale study, it holds relevance and significance for policy makers, school leaders and teachers in Sannandaj and beyond. It provides a real account of reasons of teacher isolation and the complex nature of collaboration and strategies that can be used to collaborate.