This master paper describes the findings of a qualitative research study examining teacher's use of social web for their own professional development. Semi-structured interviews and electronic dialogues were conducted from informants and participants on the website del&bruk" (d&b). A content analysis of electronic dialogues was conducted to confirm the findings. Finding show that teachers in secondary education who participate in del&bruk" use the page frequently to share ideas and practical ways of using digital resources in class. They are interested in giving information about digital resources they have used in class and are engaged in giving their reasons for the use of different digital media. The focus in the discussions is primarily technical and the participants have less focus on analysis or reflection connected to their own or other teacher's practices. It looks as if the participants to a lesser degree challenge each other's practices. There is less focus on digital didactical discussions, and teachers partly point to targets for learning when they have discussions on how they have used different digital resources in class. Del&bruk" makes room for critical suggestions and ethical discussions, but the discussions are attached to the general use of different digital resources in teaching. Informants clearly feel that del&bruk" is a community of practice, and findings illustrates that teachers use a variation of different social media for their own professional development where "del&bruk" is one of this essential medias. Reporting of this data may assist in forming a deeper understanding of teacher's use of social web for their own professional development.