Novice teachers often experience difficulties in the transition between the end of education and the beginning of professional practice. In Western Switzerland, there is no formal support available for teachers in their early career phase. For this reason, we specifically focus on this pivotal moment of entering into the workforce, in order to offer spaces of verbalization as a lever for a better professional insertion. In this chapter, we discuss a research project aimed at establishing a secure framework for peer exchange among teachers. The study seeks to support teachers during their insertion, by using focus groups as a tool to foster mutual growth and a sense of belonging to a professional community. Our goal is to account for some insights concerning two specific elements: the value of collaborative problem-solving discussions among teachers around challenges and solutions for a better insertion at school; and the role of focus groups as an opportunity for novice teachers to engage collectively in improving conditions for their professional career.