The primary purpose of this study was to examine the effects of professional learning community variables on student achievement in three Edison Learning Partnership Schools. The study examined three years of State School Assessment achievement data in reading and math, along with three years of Customer Satisfaction Data as collected by the schools using the Harris Interactive Survey (Black, 2006). Only variables of professional community were used for the study from the Harris Survey. In addition, only teacher responses were correlated to determine the results of the study. The study was retrospective in that it reviewed only data that was already collected. The initial assumption was that the higher the professional community variables in the school, the higher the achievement data would be in the areas of math and reading over the three schools. There were no interviews completed with staff from any of the three schools. The study was completely anonymous with only correlated data to draw conclusions. The findings of the study indicate that components of professional community play a major role in student achievement. These components are positive school culture, high academic standards and open and honest communication with the school administrative staff. [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.]