The primary purpose of this research is to illuminate perceptions and lived experiences of secondary teachers through their involvement in a Professional Learning Community (PLC). Teachers' experiences within a PLC were examined for patterns of cultivated leadership. The second purpose of the study was to identify variables that either promote or hinder teacher leadership development. Hord's (1997, 2004) research on PLC's is the conceptual framework for this study, which states that PLCs are comprised of five essential dimensions: (1) shared and supportive leadership; (2) shared values and vision; (3) collective learning and its application; (4) shared personal practice; and (5) supportive conditions. Online survey research method was used to investigate teacher leadership in PLCs and the underlying variables associated with participation in such communities of practice. The findings indicate teachers have varying perceptions and experiences that both promote and hinder their growth as teacher leaders.