Professional learning communities (PLCs) are an essential avenue for high-quality change and work. Maintaining unity among groups with differing opinions is challenging. This mixed-methods study aimed to assess elementary teachers' current perceptions of PLCs to determine their effectiveness by answering four research questions: What are the elementary teachers' overall perceptions of the PLC? How do the teachers' experiences align with the components of the PLC? How does the PLC influence the teachers' instruction? How does the PLC support teachers' professional development? Answering these questions can guide school leaders to understand how PLCs are working and make improvements to the process. The PLCA-R survey collected quantitative data and open-ended qualitative responses. The sample consisted of 135 elementary teachers in one school district. The researcher analyzed the data and found common themes to determine teacher perceptions. This study reports teacher perceptions of PLCs in six subgroups: grade level, current teaching position, years of teaching experience, level of education, age range, and teaching at a Title I or non-Title I school. The research concluded that grade level had no significant impact. Current teaching position, years of experience, and teacher education level had a moderate impact. An assignment at a Title I versus non-Title I school and teacher age range significantly impacted perceptions. The feedback exceeded simplistic answers and included anecdotes supporting teachers' thoughts and opinions. Teachers hold differing perceptions about school success and view PLC processes through different perceptual lenses (Labaree, 2005). This study examined and identified the differing perceptions. [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.]