Public choice schools emphasizing inquiry and innovation offer a unique alternative to traditional schools. Research indicates the effectiveness of Professional Learning Communities (PLCs) for positive outcomes. The purpose of this study was to investigate teacher and administrator perceptions of the impact of PLCs on teacher efficacy, balancing data-based decision-making and innovative practices, and student achievement and outcomes in choice schools. Adult Learning Theory, Situated Cognition Theory, Social Cognitive Theory, and Self-Efficacy Theory provided the theoretical framework and framed the research questions that explored teacher and administrator perceptions of the impact of PLCs. Through the study's design, data were collected through surveys, a focus group, and interviews. Data indicated the importance of authentic professional learning, a collaborative culture, a whole child focus, and curriculum clarity. The findings may be beneficial to educational leaders responsible for developing professional learning through the use of PLCs in choice 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.]