This research serves as a mixed methodological study that presents a conceptual framework which focuses on the relationship between professional learning communities, high yield literacy strategies, and their phases of change. As a result, the purpose of this study is threefold. First, a conceptual framework integrating professional learning communities, high yield literacy strategies, and phases of change was developed for the establishment of a culture of learning. Second, the researcher explored a professional learning community (PLC) model at the high school level that addressed the implementation of literacy strategies. Third, the researcher investigated the phases of change relating to the PLC structure and the literacy strategies. This study looked at two rural high schools utilizing the PLC structure and high yield strategies. Both schools have been a part of the PLC and high yield literacy strategy initiative for the past three years. Attempts to introduce schoolwide literacy integration require significant change from all stakeholders within a school. Consequently, there is a need for a support system to facilitate this change. In this study, there was a focus on a conceptual framework that provided guidance in accomplishing the task of implementing literacy strategies within a professional learning community structure. Within this conceptual framework, there are three theoretical models that were used to integrate multiple perspectives. These models incorporated into this conceptual framework include phases of change, dimensions of PLCs, and high yield strategies. [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.]