School communities are looking for new and innovative ways to educate children. One effective reform strategy that schools are using to better prepare teachers to meet these needs is the development of professional learning communities. Much of the literature presented in this area focuses on teachers and their growth as collaborative working entities. If done correctly, professional learning communities can allow teachers to have professional dialogue about their teaching styles, student expectations, and learning outcomes (DuFour, 2004). The purpose of this study is to explore the connection between an elementary principal's role in the development of successful professional learning communities. Their role is typically described as creating a cultural learning atmosphere where views, values, and beliefs, are accepted by all, but precisely what that means in practice is not known. Although it has been stated that it is imperative for principals to take an active role in the development of professional learning communities (Lunenberg, 2010), the specific tasks, organization, and procedures have yet to be uncovered (Hord, 1997). Specifically, this study addresses the following questions: (1) What level of participation (frequency and guidance) do principals use when meeting with professional learning communities? (2) Does the level of principal participation have an effect on the success of professional learning communities? (3) What are specific strategies principals use to develop and maintain professional learning communities in their school setting? Data analysis of teacher surveys, teacher interviews, and principal interviews show that professional learning communities can benefit from principals taking a more hands-on approach to leading and guiding learning communities. This study indicates that it is vital for principals to have a more hands-on approach to leading and guiding learning communities through presentations on a regular basis with the school community. Under the principal's precise direction and guidance, meaningful PLC practices can transform schools by encouraging meaningful teacher dialogue to affect teaching practices and enhance student achievement. Data also revealed four types of principal participation in PLCs: Lead Learner, Facilitator, Director/Detailer, or Observer/Consultant. [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.]