Many teachers are leaving the classroom for various reasons, and their departure is occurring so rapidly that replacing them with individuals of equivalent knowledge and experience proves challenging. The once-stable education system now faces jeopardy due to high attrition rates. Successful schools flourish through collaboration and the transfer of knowledge, a potential that is hindered when many teachers need more experience. This study explores professional learning communities and their connection to teacher retention. Professional learning communities foster collaborative practices that support teachers and enhance their working conditions. The central question guiding this research is: What are the lived experiences of public secondary school educators regarding their participation in PLCs? This qualitative phenomenological study will delve into the lived experiences of secondary public school educators concerning professional learning communities and their influence on teacher retention. This study can help educational leaders uncover strategies to reduce teacher turnover and improve teacher retention. [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.]