Within Professional Learning Teams, or PLTs, teachers actively collaborate, share expertise, improve their skills, examine and use various forms of data, and learn from each other--all for the purpose of improved student learning. Over the years the concept of PLTs has become increasingly familiar to Wake County Public School System (WCPSS) education professionals as a "best practice" to foster professional growth and increase student achievement. Since 2007-08, WCPSS has deployed the High Five PLT Survey to determine the status of PLTs operating within the district (Jackl, 2012). Since the survey has remained unchanged since its inception, it is possible to make direct comparisons over time. School-based staff are encouraged to compare their individual school's results to the district results, as well as to the other elementary, middle, or high schools. Results show that WCPSS PLT survey responses have been positive over time, remaining at high levels for the past six school years. Analyses of High Five PLT Survey data from 2007-08 to 2012-13 show: (1) The percentage of positive agreement to each of the High Five PLT Survey themes increased between 4 and 11 percentage points since baseline data was first collected in the 2007-08 school year; (2) When the survey data were disaggregated by the six PLT themes, only "collaborative culture/team processes" showed a decline (two percentage points); and (3) When the survey items are examined individually, the percentage of respondents marking that they "strongly agree" almost universally decreased from 2011-12, while the percentage marking "agree" showed a corresponding increase. Administering the High Five PLT Survey at less frequent intervals is recommended, as well as standardized PLT training for all new staff. Supplemental tables are attached.