The intent of this qualitative research study had two purposes. One, to describe and explain the perceptions of elementary school teachers through their participation in a Professional Learning Community, as defined by DuFour, DuFour, Eaker & Many (2010). This research was initiated with elementary education teachers, grades kindergarten through eighth grades with a high percentage of free and reduced and diverse students. Even with their many challenges, the district has maintained growth with in Annual Yearly Progress each year determined by the Federal Government, and upholds that an answer to their success has been empowering teachers to become leaders through collaboration with in their Professional Learning Communities. Teachers' experiences and opinions within a Professional Learning Community were studied for patterns of cultivated leadership through their collaboration. The second purpose of the study, was to identify influencing variables connected with how the participants viewed themselves becoming a leader as a result of their participation in a Professional Learning Community. One influencing variable in particular that was studied, was the influence of collaboration in professional learning communities. Dufour, Dufour, Eaker & Many defined the professional learning community as a consistent practice where educators work collaboratively in recurring cycles of collective inquiry and action research to achieve improved results for the students they serve. Their elucidation of a professional learning community was the conceptual framework for this study, which describes these communities being made up of six different elements: (1) Focus on and a commitment to the individual achievement of each student, (2) Ability to work interdependently to achieve like goals for which each member is mutually accountable, (3) Seek out best practice in teaching and learning, (4) Action oriented and turn targets into action and revelations into truth, (5) Constant and persistent drive to go against the status quo and constantly search for ways to accomplish the impossible, (6) Efforts assessed on results and not intentions. An online survey, professional learning community observations and individual interviews was used in order to research teacher leadership in these communities and the underlying variables associated with participation in their communities. Overall the research data inexplicitly showed that the educators' experiences and perceptions positively correlated with their feeling of empowerment and development as a leader within the school community. The data also suggested, that educators in the research study felt connected to their colleagues and their administration within their communities and that school leadership was essential to the sustainability of professional learning communities and their growth as a leader. The research, in addition does call for further study to determine the attributes and exact processes that contribute to an effective collaborative model where teachers are empowered to become leaders. "Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it's the only thing that ever has" (Sornson 2005, p. 155). [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.]