Professional Learning Communities (PLCs) have been identified nationwide and supported by many researchers as an effective way to reform schools. PLCs have proven to reduce the achievement gap and have a positive impact on student achievement and school culture. A school leader must be a strong instructional leader who creates a culture of collaboration within the school and PLC community. Due to the increasing responsibilities of school administrators, they must be effective at successful implementation of this collaborative time. The purpose of this study is to examine the perceptions and experiences of teachers in PLCs that inform instructional leaders of their needs to effectively collaborate. This study collected qualitative data using semi-structured interviews with teachers. Teachers identified that there was a need for consistent structures, processes, and training related to the implementation of PLCs as well as opportunities for shared leadership opportunities within the building. Finally, Teachers identified that administrators set the tone for effective PLC collaboration and culture within their buildings. [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.]