This study reports how teachers at one suburban elementary school in the United States launched, organized, and structured lesson study, as well as how participants interpreted and perceived the lesson study experience. Additionally, it examines how lesson study supports teachers' professional learning and the development of collaborative teacher teams. In doing so, it attempts to answer the following research questions: What does the lesson study experience look like at one elementary school in the United States? How does lesson study support and influence school based professional learning teams? How does and to what extent does the lesson study experience impact individual teacher's perceptions about teaching, learning, and working collaboratively? A case study methodology was utilized in conducting research that involved exploring a bounded system through in-depth data collection, using multiple sources of information in an effort to develop a triangulation of data. Ultimately, through the collection and analysis of multiple data points, I attempted to construct an in depth understanding of lesson study and how it impacts the individual and collective development of teachers. [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.]