Professional learning communities (PLCs) are gaining more popularity in education, as a result, professional learning centered around adoption of PLCs is abundant. The aim of this research project is to gain a deeper understanding of how teachers' perceptions of professional learning influence their willingness to implement a school initiative, PLCs, into their regular practice. The significance of teachers' perceptions of the professional learning is due to the phenomena that most educational initiatives fail and the reasons for that are unclear. This research sought to find clarity on teachers' perceptions of PLCs and how they implemented them. The data for this qualitative research was collected through surveys, interviews, and observations of seven teachers at the elementary level over an eight-week period of time. Themes that arose from this research were that teachers value professional learning opportunities that are relevant to their current role and can be applied immediately to their position, and PLC implementation aligns with the theory of andragogy. Teachers reported the importance of the process of PLCs, although observations of the PLCs did not consistently support this belief; meaning their behaviors during the PLCs did not consistently align with the definition of a functioning PLC. Findings add to the conversation about andragogy, and the perceptions and practices of teachers operating in their PLCs. [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.]