This qualitative study examined how elementary school leaders from K-5 schools in eastern New York addressed contextual factors in implementing and sustaining professional learning communities (PLCs). Senge (1990) posited structures need to be in place to create and facilitate collaborative communities. A complementary position presents organizational learning as a social process that is affected by contextual factors such as organizational structure, information, communication, and control processes, but that in turn affects the way individuals learn (Hedberg, 1981; Pawlowsky, 2001; Simon, 1991). Drawing on Senge's learning organizational (LO) theory, this research explored leaders' views on organizational structures, information, communication, and control processes in relation to PLCs. The study revealed that time is the greatest constraint for PLC implementation and sustainment, and contractual limits to school-day structures pose challenges to allocating adequate time for teacher learning. Staffing shortages are another key restraint, limiting teacher availability to participate in PLCs via released time during the school day. Despite these obstacles, PLCs optimize these limited resources by creating efficient structures in support of teacher collaboration and communication. The findings underscore the need for policymakers to support school leaders and teachers in creating more opportunities for collaboration and learning, moving beyond reactive educational reform initiatives focused on accountability measures. [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.]