Over time, state testing has been the central focus of schools and school districts regarding accountability and the pressures to improve student achievement (Dufour, 2004). Under those circumstances, professional learning communities have been discovered to improve teacher effectiveness which in turn improves overall student achievement (Kuh, 2016). The focus of this study is to gain a greater understanding of teacher and administrator perceptions towards professional learning communities based on years of experience, gender, and level of education. This study also attempts to report teacher and administrator perceptions of professional learning communities based on position, years of experience, gender, and level of education. Findings suggested that based on position, years of experience, gender, and level of education, that there was no significant impact on the perceptions of teachers nor administrators. Although the data indicated that most teachers and administrators held master degrees, it did not prove most had experience in either participating or engaging in professional learning communities. Additionally, based on the findings of this research study, implications for further research include (1) Increasing the population sample to include elementary and middle school educators, (2) adding components of professional learning communities exact type and/or structure, (3) conduct a comparable study in other schools (i.e. charters, private, Montessori, etc.). [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.]