Professional Learning Communities (PLCs) can provide a structure for teachers to engage in learning processes that improve their classroom practices collaboratively. If followed consistently with the literature, PLCs are a robust professional learning model that can support teachers collectively through learning and reflecting on their classroom practices as they endeavor to support student achievement. This basic qualitative study examined what teachers need to collaborate with their peers successfully. The study also explored what teachers need from their school leaders to support their collaboration in a PLC. Collaboration and the resulting professional learning fundamentally involve teachers trusting one another and building a culture of understanding among team members. As an administrator, I wondered, how do I support or guide the teachers' efforts to build a collaborative PLC team? Specifically, the focus of this study was to address the following research questions: 1. What do teachers indicate they need to build the type of culture that supports collaborative learning in their PLCs? 2. What leadership behaviors do the teachers talk about as being important in supporting this type of collaboration? Findings revealed that teachers need open communication. Specifically, teachers said communication within PLC teams and communicating norms, school, grade level, and classroom goals promoted collaboration in PLCs. The second finding of this research demonstrated teachers' need for positive interdependence, trust, and collective efficacy with their PLC teams. Finally, the findings revealed what teachers indicated they need from the facilitator of PLCs and the types of support needed to encourage constructive communication in PLCs. Teachers indicated that having positive interdependence and building their efficacy through PLCs improved collective effectiveness and collaboration in PLCs. This study revealed that collaborative learning through PLCs is cultivated when administrators facilitate the PLC process by asking probing questions to open dialogue between teachers, guiding data analysis, and communicating school, grade level, and classroom goals. Implications for teachers, administrators, and school districts are provided to support teacher collaboration and learning in 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.]