The purpose of the study is to explore actual support systems for male teachers as they face challenges within a university-based child care setting. The study used a qualitative case study. Two male teachers, seven female teachers, and two administrators participated in this study. Observations, interviews, ongoing conversations, and email exchanges were used as data sources. Findings revealed that a collaborative culture among the teachers provided an invisible support system as it helped them to establish common communicative channels, a collective bond, and mutual support for professional growth, regardless of their gender. The study suggests that, in order to attract and retain quality male teachers, child care centers may need to take a holistic approach, creating a safe and trusting context that systematically nurtures a culture of collaboration and collegiality.