This study piloted a survey to determine possible use in a future study that would assess teacher efficacy, the relationship between teacher self-efficacy and the implementation of professional learning communities, and how perceived leadership support impacts that relationship in an urban school district. The data collection process included surveys derived from the Teacher Efficacy Scale and learning continuums created by Solution Tree to gauge the level of implementation of components of its professional learning community model. A full study would explore not only teacher efficacy, but also the impact of teachers' perceptions of the support school leadership provides on teacher efficacy. There were three research questions that focused on teacher efficacy in general and teacher efficacy as it relates to leadership support and the implementation of professional learning communities. The population of the study included elementary, middle, and high school teachers of core content and elective courses from a Southern, urban school district who are participating in professional learning communities in their district. The analysis of the results from the pilot revealed a correlation between the years of experience of the teacher and how teachers perceive their abilities (teacher efficacy) to educate students. Findings for the other two research questions were not statistically significant. The findings revealed that years of experience and degree levels do not predict how teachers perceive the support of leadership in relation to the implementation of professional learning communities. [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.]