The purpose of this qualitative case study was to explore the phenomenological support of a professional learning community addressing the needs of 21st-century classroom demands in an urban public school district consisting of highly qualified, reflective teachers who had completed a district-created incentive program, which aimed to retain teachers in the classroom within the district. The outcomes of the study encourage professional development opportunities to capitalize on the input of experienced teachers and create a more teacher-centered learning culture with professional learning groups to increase student achievement and teacher capacity. Data were gathered from pre- and post-surveys, observations of discussions during two collaborative meetings, and participant reflective journals. The key findings revealed the perceived support of experienced mid-career teachers to foster a 21st-century, student-centered classroom. The conclusions suggest more attention be given to the learning environments to create a consistent, safe culture. Teacher leaders crave opportunities for collaboration and support to address complex issues, mental well-being, and balance for responsibilities. As professional learning information is presented as a spiraling curriculum, teachers' competence strengthens as they aim to continuously refine their craft and understanding of best practices. [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.]