The purpose of this study was to focus on teacher learning as it relates to professional learning communities. It is often touted that schools are a place for student learning, but many teachers now see school as a place for them to become learners as well through professional learning communities. This qualitative case study was designed to determine if the implementation of professional learning communities was meaningful for the teacher learner and the teaching culture. A review of literature illustrates how professional learning communities evolved, gives definitions of professional learning communities from experts, and discusses characteristics of successful communities. Two professional learning communities were studied through a variety of methods including observations, interviews, questionnaires, and artifact review. This research study scrutinized three pre-formulated topics that emerged as having direct influence on the success of professional learning communities for participating teachers: (1) supportive conditions, (2) shared personal practice, and (3) collective learning and application. The findings declared that the teachers involved in this study did engage in professional learning communities where authentic learning takes place. [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.]