This qualitative study explored how elementary school principals design, implement, and sustain high quality professional development through the use of professional learning communities (PLCs) in order to enhance teaching and learning. The researcher revealed the principal's important role in the design, implementation, and sustainability of a PLC. Phenomenological interviews were conducted with five principals to elicit information on what elements characterize their PLCs, which uncovered their experiences on how they lead their schools' PLCs. The perspective of phenomenology enabled the researcher to obtain information pertinent to the research in order to understand more about the elements in designing, implementing, and sustaining professional learning communities. Through the research, it was determined that a PLC is a collaborative, cyclical process that can improve learning opportunities for both teachers and students. The research also revealed that the principal is the central instructional leader of this collaborative framework and is the person all other members look to for support and guidance. [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.]