Approximately 11% of Michigan's roughly 199,620 elementary and secondary students are eligible for special education under Individuals with Disabilities Education Act (IDEA). Students with disabilities placed in a self-contained classroom by an individualized education program (IEP) committee are usually those in need of the most intense programs and services. Schools that specialize in providing intense programs and services for students with disabilities are usually run by regional education services agencies or intermediate schools districts, as opposed to local education agencies (LEA). In Michigan, these schools are usually called center-based schools. Transforming center-based schools into professional learning communities (PLCs) may provide a way to improve special education teacher effectiveness and student learning outcomes. This study examines how leaders associated with center-based schools in the State of Michigan view the relationship between professional development (PD) and PLCs. The study also examines the degree to which center-based schools have become PLCs and how leaders approach the implementation process. Finally, this study explores whether leaders associated with center-based schools are consciously creating opportunities for professional learning on the basis of Michigan Department of Education (MDE) policy.