During recent decades, professional learning communities (PLCs) have enhanced education from lower grade levels through college years, with many resulting benefits. PLCs provide an environment that encourages professional development, collaboration and innovation among teachers. Research suggests positive school reform occurs when teachers participate in authentic PLCs, with improved student achievement as a by-product (Wilson, 2016). The authors' review will explore the role of the school leader in creating successful professional learning communities and will explain how PLCs have improved K-12 education for both teachers and students.