This QUAL-quant study explores the school experience of nine teachers and three principals in three northern New England elementary schools, each with a strong professional learning community (PLC) model in place. The study used reflexive thematic analysis (Braun & Clarke, 2021), to collect and analyze the qualitative data. The Professional Learning Community Assessment-Revised (PLCA-R) (Olivier et al., 2010) was administered to measure the quality of the school's PLC model. In addition, the School Culture Survey (SCS) (Gruenert & Valentine, 1998) was utilized to measure the quality of school culture in these three schools and provide a context for the qualitative data. Results indicated that the PLC model contributed strongly to a positive school culture, particularly in the areas of collegial support, collaborative leadership, and teacher collaboration. Further study should be completed to measure the effect of the PLC model on middle and high schools as well as urban and more diverse communities. [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.]