This is a qualitative phenomenological study of an urban high school. This study explores the teachers' perceptions of relevance of Constructivism, Professional Learning Community Training involving technology, and the impact those two have on student engagement. The study further considers various approaches to professional development and Professional Learning Community structure. Findings from the study indicate that the teachers perceive the role of Constructivism is vital in their classrooms but is not well understood by administrators and other teachers; Professional Learning Community participants lack a firm grasp of the cultural change needed for successful Professional Learning Community adoption, and that Professional Learning Community training doesn't necessarily impact student engagement. Further findings reveal that teachers are not receiving the level of technology training necessary to provide students with options for submitting assignments and also suggest that student engagement increases when teachers use technology. Study results also suggest that Professional Learning Community training should operate using Constructivist principles, and teachers should be involved in designing and implementing the training. Future research should be conducted relating to technology's impact on student's cognitive, affective, and behavioral realms of engagement and ways of creating classrooms that appeal to the students and bring about their optimal levels of engagement. Other further research could examine the impact of Professional Learning Community technology training on collective teacher efficacy. [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.]