This study identified the experiences of middle school teachers in the Southeastern Louisiana participating in professional learning communities, using the social constructivism theory. The study uncovers the various factors that are present that influence instructional practices and student learning outcomes. Ten middle school teachers engage in a semi-structured focus group and individual interviews via Zoom. The results were transcribed via GoTranscript.com. The study explores teacher's experiences participating in a professional learning community and how it influences their instructional practices and student learning outcomes. The research topics are professional learning communities, instructional practices, student learning outcomes, and professional development. The participants all worked in the same region with professional learning experience from the district and other areas around the state. The analysis of data uncovered themes that represented the factors that are found within a professional learning community. Suggestions for future research including incorporating principals and other school administrators within the study and expanding to a larger and more diverse region. This research provides insights for school administrators and educational stakeholders when it comes to understanding what happens in a professional community and how they can be improved to best benefit middle school teachers. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]