The focus of this study centered on the lack of achievement among students who receive special education services and the general population. This achievement gap has been identified at the federal and state levels since 1965 and countless laws and initiatives have attempted to ensure equality in the education of our youth. Professional Learning Communities (PLCs) also found their start in the 1960's as a way to offset the isolated approach to teaching and learning. The purpose of this case study was to identify the most significant elements of a PLC that lead students with a diagnosed disability to meet grade level proficiency targets. Results of this study identified that a commitment to a district mission, vision, and values coupled with systematic structures that focus on learning, collaboration, and results lead students with a diagnosed disability to be proficient on grade level assessments. These findings emanated through interviews, document analysis, instructional protocols, and student performance data. [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.]