This mixed methods embedded case study investigated a pre-service professional learning community (PLC) model's ability to transform the teaching and perceptions of six pre-service science education students. The PLC utilized in this study was developed through the National Science Foundation Noyce Track 2 program, Developing Leaders in Science Teaching (LIST). PLC members included a pre-service teacher, in-service secondary science teacher, university content specialist, and university science education expert. The study was guided by the following research questions: (1) how do teaching practices of pre-service teachers in a teacher education program change as a result of participation in a PLC; (2) which social and contextual factors reported from studies of successful PLC groups were instrumental in changing science teaching practices; and (3) how do pre-service teachers' perceptions change regarding involvement in preservice PLCs and its impact on science teaching practice? Qualitative data were collected from classroom observations, surveys, PLC meeting forms, and a focus group interview. Quantitative data were collected from the RTOP and PLC Team Expectations surveys. Findings indicated teaching practices improved significantly due to all research factors. In addition, perceptions toward a PLC did not significantly change but did improve. Future research is needed to validate and enhance findings to be implemented for pre-service 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.]