Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to explore the implementation and structure of an Algebra 1 collaborative community with a focus on enhancing student achievement and learning. Components of a PLC were used as a conceptual framework in this study. Guiding questions were directed toward examining the structure and outcomes of teacher collaboration on student learning. A case study design was used in which data were collected from interviews of 9 Algebra 1 teachers and 2 observations of the collaborative PLC group. Data were organized through coding in order to interpret patterns and themes based on the components of the conceptual framework. According to the study findings, teachers in the Algebra 1 PLC shared ideas, teaching strategies, and their commitment to student learning. However, the teachers did not focus on collaboration as it relates to common formative assessment, analysis of student data, and research-based intervention strategies. Due to these mixed priorities, a professional development project was created, consisting of PLC activities on the development of formative assessment, data analysis, and intervention. The project may provide positive social change for schools focused on increasing student academic achievement in mathematics by establishing effective PLCs that help teachers to facilitate improving student learning in the local setting. [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.]