The purpose of this article is to build a conceptual framework that informs current understanding of how professional learning communities (PLCs) function in conjunction with organizational learning. The combination of sociocultural learning theories and organizational learning theories presents a more complete picture of PLC processes that has been missing from the literature. Situating PLCs in a theory base specific to learning focuses researchers' attention on their function and meaning and creates a research perspective that will help to answer questions about PLC process and product outcomes. This conceptual framework can also be used as a practical tool for school and district leaders to assess how their PLCs are functioning within the structures they have established.