This qualitative case study investigates how Professional Learning Communities (PLCs) influence teacher self-efficacy and collaboration in a rural school district. Using a qualitative case study approach, researchers will collect qualitative data through focus groups and interviews. Themes drawn from this study include trust and relationships as the foundation of collaboration, structure and purpose, challenges and barriers, teacher buy-in and perceptions, trust and collaboration, PLC structure and implementation, and the impact on teacher efficacy and student success. The study concludes that implementing and participating in PLCs can increase educator efficacy and collaboration. To address the lack of PLC participation, leadership should facilitate PLCs by creating environments that foster transparency, trust, and natural collaboration. This study is significant because it provides evidence that educators who participate in PLCs experience increased self-efficacy and collaborative efforts. Future research should explore how fostering cultures of trust impacts teacher perceptions of the effects PLCs have on teacher efficacy and collaboration. [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.]