This literature review examines the existing literature on the role of the principal in the change process to create a context for change to both develop professional learning communities (PLCs) and sustain a context of continuous improvement over time. The Brown and Anfara (2003) framework was used as a theoretical lens to analyze the literature on leadership of PLCs initially through Fullan's (1991) three phases of change: initiation, implementation, and institutionalization. No other studies have examined the existing literature on leadership of PLCs through these three phases of change. Using online databases and reference lists of key literature, over 125 sources were researched to identify the process of moving out of isolation and into collaboration. We found that PLCs in a learning organization operate at various stages of development, implying the leader's need to constantly reflect, assess, monitor, adjust, and ultimately revisit each phase accordingly to ensure that continuous improvement is the focus of PLC work.