The purpose of this study was to examine the attributes included in the creation, interpretation and implementation of learner profiles in elementary personalized learning environments as well as to understand elementary teachers' perceptions regarding learner profiles in personalized learning environments. The researcher employed a convergent parallel mixed methods case study. Elementary teachers from a member school district of The Institute for Personalized Learning were surveyed. The findings of the study showed that elementary learner profiles are primarily teacher directed and for teacher use with an emphasis on students' academic status and students' learning characteristics. Moreover, teachers need training, resources, time and support to create, interpret and implement learner profiles. Finally, the challenges of creating, interpreting and implementing learner profiles in elementary personalized learning environments influence the inclusion extent of the learner profile attributes, which contribute to the magnitude of the benefits. There are several implications for this research. Districts should determine common language around learner profiles, so that everyone in a school or district has a shared vision and understanding of learner profiles with conversations around similar goals and expectations. Moreover, a common system, data collection process and/or pre-created template can ensure inclusion of essential information as well as provide consistency across grade levels and/or schools within a district. Finally, this study would suggest that districts provide their teachers with the necessary professional development, time, and resources to create, interpret and implement quality learner profiles with fidelity. To maximize learner profiles' usefulness and effectiveness, learner profiles must be routinely accessed, utilized and updated. [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.]