Educators work daily to cultivate their students into life-long learners who desire to never stop learning. However, after completing their own pre-service work and certification requirements, what causes teachers to continue to learn new best practices, research new ideas of instruction, and engage in pedagogical conversations to cultivate their own learning? The purpose of this mixed methods case study was to describe teacher's perceptions of the role school culture plays in their professional growth. The problem was that despite the understanding of the importance of school culture in schools, little is known about teacher perceptions of how school culture impacts their professional growth (Guy, 2020; Haiyan et al., 2016). Through survey data, interviews, and observations, this study found that teachers perceive opportunities for collaboration through cohesive professional development and direct support and motivation from administrators as characteristics of a positive school culture that can foster independent and innovative teachers to be constant and continual learners. Just as schools should never be viewed as just buildings for students, they should never be viewed as just a workplace for teachers, but instead, rather be hubs for professional learning (Drago-Severson, 2012) and this study helps administrators around the world foster those hubs. [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.]