The purpose of this correlational study was to determine if there was a relationship between professional learning community (PLC), personal teacher efficacy (PTE), and student achievement. The study examined teacher perception of PLC implementation and PET as it related to student achievement at the high school level on the Virginia End-of Course State Standards of Learning (SOL) tests. The School Professional Staff as Learning Community Questionnaire (SPSLCQ) developed by Hord (1997) and the Teachers' Sense of Efficacy Scale (TSES) Short Form developed by Tschannen-Moran and Woolfolk Hoy (1998) was completed by high school teachers in a large suburban school division in the Commonwealth of Virginia. Quantitative measures of analysis include correlational and descriptive statistics. The analysis of scores from the SPSLCQ and the TSES were analyzed to determine if there was a relationship to student achievement. The overall PLC score and PTE scores were found to be positively correlated. The results indicate that the combination of PLC and PTE are reliable predictors of student achievement with PLC having a stronger effect than PTE. Results indicate positive implications for implementing PLCs in schools to increase student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]