Professional learning communities (PLCs) serve as a mechanism for schools and districts to promote teacher collaboration, collective inquiry, and a context to focus on student-centered learning processes. The study examined the perceptions of certificated staff and administrators pertaining to this practice. Three research questions guided this study: (1) What do certificated staff and administrators perceive to be the greatest benefits of PLCs? (2) What do certificated staff and administrators perceive to be the greatest challenges of PLCs? (3) What do certificated staff and administrators need to advance the practice of PLCs? This study identified how the supportive environment resulting from the work in PLCs has helped to address the need for participants to connect with others, gain a sense of value for their work, and solicit honest feedback on a variety of instructional decisions pertinent to their jobs. At the same time, minimal professional development and training, competing work priorities, and inconsistent support from leadership have hindered PLCs from addressing many of the core tenets prescribed by best practice literature. The researcher recommends that the district re-establish a common, district-wide vision and mission for professional learning communities, which should include a structure of on-going support to meet the multi-dimensional needs of certificated staff and administrators. [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.]