This study used mixed methods to explore the impact of a university-hosted professional learning community (PLC) on teacher retention in public schools. Recent graduates (1-3 years) and mentor teachers were invited to participate. Via a case study approach, participants were challenged to look critically at their teaching and use data to investigate interventions that would improve outcomes for children. A web-based platform allowed for posed questions, discussion, and reflection between sessions. Project directors monitored discussions to offer further guidance and support as needed. Findings from this study provide insight into participant experience in PLCs. Relationships and practical resources shared within the PLC resulted in improved teacher performance, confidence, and feelings of well-being.