As teachers pass through career stages, they gain valuable experience and expertise. They may remain highly engaged or begin to become detached and at risk of leaving the profession. Losing teachers later in their career means they take years of experience with them. A multitude of experiences can push teachers from an engaged to a detached state, one in particular being boredom or stagnation in their career. One potential avenue to combat boredom is through ongoing professional learning, especially if embedded in a teacher's daily routine. One such job-embedded learning is a professional learning community (PLC) -- a group of teachers who seek to learn together to increase student learning. Teachers likely have differentiated learning needs as they pass through career stages and PLCs can be tailored to fit the learning needs of a group. With this study, I sought to answer two research questions: (1) What are the current learning needs of teachers in various career stages in my context? And (2) How does our current PLC structure in my context cultivate or inhibit learning? To investigate these guiding questions, I used a qualitative study design and conducted three semi-structured interviews with seven participants representing career stages beyond novice stage. I specifically targeted career stages beyond novice due to a lack of research investigating the connection of PLCs and later career stages. Through inductive analysis, several themes emerged relating to my research questions. According to my participants, later stage teachers had a decreased tolerance for repetition in their professional learning, and teachers wanted to know more about their students in terms of cognitive development or social and emotional learning. Teachers also desired content-based learning when a work-related change created a need for it. Regarding the structures in our school that cultivate or inhibit learning, one salient theme was that member composition of PLCs is important and can either cultivate or inhibit authentic learning. The findings of this study provide insight into how professional learning communities can be structured to foster authentic learning for teachers at various career stages. [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.]