Today's educational reform literature abounds with convincing testimonials of schools operating as professional learning communities. The model is highly sought but often misunderstood and shallowly applied. Although much evidence exists regarding the characteristics of effective learning communities, the literature review reveals a gap in the research showing a clear set of steps for developing and maintaining them. This project consists of an evaluation of 1 elementary school whose faculty was involved in development of a learning community and makes recommendations for next steps. The rationale for studying this problem was to assist the school in its development as a learning community and set it as an example for others. Data collection and analysis consisted of a mixed methods design in 2 phases, a survey of the staff with descriptive analysis, and a focus group interview resulting in placement of the school on a continuum from "not yet" through "advanced". Focus group results indicated a "beginning" rating on Collaboration and Time based on survey modal responses of "disagree" on indicators of these key behaviors. Emergent recommendations from the evaluation include (a) scheduling time during the school day for study groups and (b) using protocols to increase the effectiveness of study groups. Implications for social change include this school dedicating time and explicitly addressing its collaborative structures to ensure better instruction to improve student learning. Sharing the experience of this school with others will result in better understanding of the diligence required to build and maintain effective learning communities to improve teaching and learning. [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.]