This article represents a study in two parts, conducted by two researchers who were interested in learning about the level of implementation of Professional Learning Community (PLC) principles at six high schools. The researchers asked the basic questions: What is being learned about the early days of transition to a PLC? What are the changes that occur over the course of three years as faculties work together to function as PLCs? This study allowed one of the researchers to have important conversations with the teacher-leaders and administrators who were leading these efforts and to learn about their frustrations and milestones in attempting significant educational change.