Teacher professional learning is of increasing interest as education professionals continually seek ways to support 21st-century learners. Continuing education is necessary for teachers to expand their knowledge base and remain current on the latest educational research; therefore, professional development is a staple in the teaching profession. To maximize teacher learning, it is important to look toward the principles that guide teacher agency. Teachers request options for professional development; however, professional development is frequently created in a top-down approach, leaving teachers choiceless and voiceless, which restricts teacher agency. Currently, professional learning communities are one such path that may create space for ongoing and sustained professional development where teacher agency is enacted. Professional learning communities are designed to provide a platform where teacher competencies are enhanced, which builds confidence and further serves as a mechanism for developing teacher agency. Identifying the conditions necessary for teachers to enact agency will contribute to more effective and valuable professional development opportunities. [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.]