All across California, educators are finding that creating strong and effective Professional Learning Communities (PLCs) at every grade level or in every subject area is not easy. It may be tempting to conclude that PLCs are one more idea that did not work. But there is solid research to support the core concepts of PLCs: (1) a focus on learning; (2) collaborative culture; (3) continuous inquiry; and (4) de-privatizing practice. This article reports on the effort of one district, Palmdale Elementary, to explore the possibility that the key to strengthening PLCs is teacher leaders. Teacher PLCs provide both the structure and the process for teachers to come together as professionals to identify and work on "problems of practice." Rather than having such problems being left to individual teachers, every teacher becomes part of a broader community that learns to address challenges together by examining systems and practices both inside and outside the classroom.