Rapid changes in the knowledge base of science raise challenges on how to disseminate new knowledge and associated pedagogical practices to pre-college teachers. Accelerating that process by seeding knowledge in a network for dissemination and adoption is one aim of the 'EnLiST' NSF-funded project on entrepreneurial leadership in STEM teaching and learning. As part of that initiative, a study was conducted to explore how teachers' networks support learning about new teaching practices. Questionnaire and interview data address how and from whom teachers learn about the teaching of science. Results show that information about science teaching techniques is of primary importance, most trusted from those who share the common experience of the classroom. New science content from wider contacts is 'refreshing', but most valued when tied to teaching practice. Classroom management, matters external to their school, and administrative matters also form learning networks. All learning is best received in amounts that fit 'in just as much time as I have'. Results help understand how communication practices fit with existing cultural practice and teacher learning, how such interaction may be examined from a social network perspective, and how technology may support such networks.