The transformation of a high school to a learning community is a slow and challenging process. This study tracked the efforts of teacher and administrative leaders from six high schools who worked to develop professional learning communities. Qualitative and quantitative analyses of interviews with school leaders revealed that the early days of transition to a learning community tend to focus on sharing materials and resources, whereas critical issues such as learning results or best practice are seldom discussed. Includes appendix: Teachers and Administrators: Measuring Learning Community Concepts. (Contains 4 tables.)