Research supports the contention that professional learning communities (PLCs) are a "path to change in the classroom" (DuFour, 1997). Teachers treading this path, however, can encounter obstacles or plateau as a result of five common challenges: incoherence, insularity, unequal participation, congeniality, and privacy. Fortunately, teachers and the administrators who support them can overcome these obstacles with self-reflection and intentionality. In this article, the author describes how these five challenges play out in schools. The article includes a tool that provides discussion questions to help PLC members and facilitators reflect on these challenges and address them in their own work.