The purpose of this quantitative descriptive study was to determine whether significant differences existed in the perceptions of elementary school teachers regarding the presence of the 5 dimensions of professional learning communities (PLCs) in Title I schools scoring above versus Title I schools scoring below the 55th percentile on state assessments in reading and math. In addition, this study sought to determine whether significant differences existed in the perception of elementary school teachers (who differ by gender and/or years of teaching experience) regarding the presence of the 5 dimensions of PLCs in Title I schools scoring above and below the 55th percentile. The teachers' perceptions were measured by the ratings on the Professional Learning Communities Assessment-Revised (J. Huffman & K. Hipp, "Reculturing Schools as Professional Learning Communities," 2003). Participants consisted of 128 elementary school teachers (16 men and 112 women) from 6 elementary schools in a district in the Southeast region of the U.S. The results showed that no significant differences were found in teachers' perceptions regarding the presence of the 5 dimensions of PLCs. The results also showed no significant differences were found in the perceptions of teachers who differed by gender. Significant differences were found in the perceptions of teachers who differed by years of experience. The findings show that there is a significant difference in how teachers of various experience levels perceive the 5 dimensions of PLCs, with veteran teachers tending to have exhibited lower perceptions than newer teachers on 4 of the 5 dimensions of PLCs. [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.]