Reading and math proficiency is important for all students because education is a leading indicator of personal health and success and national prosperity. Improved student performance has also been linked to teacher satisfaction. The purpose of this study was to investigate the impact of teacher perceptions of their working conditions on student achievement in a small, mostly rural, Southern U.S. school district where some students have not achieved mandatory state standards. The theoretical foundation of the study is the professional learning community model, theorizing that learning communities increase teacher job satisfaction and contribute to student learning, to collaboration with colleagues, and to positive student achievement results. A quantitative pre/post research design was used to determine whether the positive perceptions of teachers on the North Carolina Teacher Working Conditions Survey (NCTWCS) and student achievement on standardized tests increased after a 4 year implementation of professional learning communities (PLC). A convenience sample of 150 licensed personnel at 3 schools and their students was used to test PLC impact between 2006 and 2010. Z-test analyses of pre/post group results suggested that PLC benefits to teachers and students were mixed. Increased positive NCTWCS ratings varied across the 3 schools as did increases in student performance. To achieve more consistent gains, schools might ensure that their learning community has been fully implemented, seek continuous improvement, determine the barriers to students' learning, and develop the essentials that increase learning for every child in reading and in math. Positive social change implications include greater understanding of teacher working conditions, which can lead to improved student achievement and a better academic experience for both student and teacher. [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.]