This study examined the relationship between the strength of Professional Learning Community dimensions and the level of Self-Direction in Learning as perceived by California State certificated elementary teachers. The Professional Learning Community Assessment-Revised recorded teacher perceptions of the strength of five PLC dimensions. Additionally, the Personal Responsibility Orientation to Self-Direction in Learning Scale quantified teacher perceptions of their orientation towards self-direction in learning as measured by the four factors of SDL: initiative, control, motivation, and self-efficacy. Results indicate that the Professional Learning Community model had a statistically significant effect on teacher perceptions of composite scores for the four Self-Directed Learning factors. The implications of these findings are presented along with recommendations for future research. [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.]