Purpose. The purpose of this study was to reveal differences between Program Improvement (PI) middle school scripted program and nonscripted program teachers' perceptions of their schools as professional learning communities (PLCs). The concept of PLCs is framed by Hord's (1997) 5 attributes of successful PLCs: supportive shared leadership, shared vision and values, collective group learning, shared personal practice, and physical conditions. Methodology. Six schools were purposefully selected as the sample based on their practice of PLCs, years in PI status, and principal's willingness to participate in the study. Scripted (N=40) and nonscripted (N=151) program teachers from the 6 schools were given the 17-descriptor SPSLCQ to gain their perspectives of their schools as PLCs. Descriptive and ex post facto research designs were used to analyze the data collected from the SPSLCQ results of PI middle school scripted and nonscripted teachers. The research questions were analyzed by descriptive statistics of mean and frequency distribution and inferential statistics with the use of an independent t test to identify significant differences between scripted and nonscripted program teachers. Findings. The results from analyzing the SPSLCQ data revealed the following major findings of the study: (1) Nonscripted program teachers perceived their school as a PLC more than scripted program teachers on 16 of 17 SPSLCQ descriptors. (2) Both scripted and nonscripted program teachers exhibited a need for opportunities to share personal practice. (3) There were significant differences in the perceptions of scripted and nonscripted program teachers in the area of collective group learning. (4) There were significant differences in the perception of scripted and nonscripted program teachers in the area of staff involvement. Conclusions. The study concluded that leadership must (a) acknowledge scripted and nonscripted program differences, (b) involve the staff in scripted program selection, (c) value shared personal practice, and (d) allow for informed collaborative changes to scripted teaching programs. Recommendations. Further research is needed involving (a) the same methodology and different populations, (b) barriers to shared personal practice, (c) barriers for scripted program teachers toward collective group leaning, (d) barriers to scripted program staff involvement, and (e) principal leadership behavior in highly developed PLC schools. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]