Increasing standardized test scores and identifying factors that impact student performance are always on the minds of educators. Educators are continually challenged by experts to consider professional learning communities (PLCs) as a viable pathway to school reform. This treatise will report on the results of a quantitative research study exploring the correlation between teacher perceptions of PLC implementation in Title I elementary schools and student performance in reading. Data was collected from reading teachers in Grades 3-6 using the Professional Learning Communities Assessment-Revised (PLCA-R) teacher questionnaire and the State of Texas Assessment of Academic Readiness (STAAR) in reading. The teacher questionnaire measured teacher perceptions of school practices related to six dimensions of PLCs: shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions-relationships, and supportive conditions-structures. Descriptive statistics data was gathered from the PLCA-R teacher questionnaire, and a Pearson "r" Correlation Coefficient was conducted to measure the degree of the relationship between the two variables, PLCA-R mean scores matched with the average percent passing on the STAAR reading assessment in Grades 3-6. [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.]