The focus of professional development for teachers is to increase teaching skills and student academic success. Challenges in retaining and hiring teachers are causing local, state, and national organizations that represent teachers to rethink ways to support teachers within the profession. The professional and psychological needs of teachers have created a shift of focus to the vital need wherein teachers must feel supported and connected to each other not only when discussing student progress and goals. Teacher training that focuses on support for student learning is a primary focus within most school settings. Goals to increase student achievement are often the most important overarching reason for teacher training opportunities and professional learning communities (PLCs). The goal of this mixed-methods study was to shift the focus from student achievement to the support teachers need. Gaining the perspective of elementary teachers within the field regarding what professional and emotional support is provided through PLCs adds valuable insight into personal and career needs for educators that could ensure teacher satisfaction and employment longevity within the profession. Surveys were used to gather elementary teachers' perceptions about the most effective attributes of PLCs Convenience and snowball sampling were used to gain information from elementary teachers to examine the connection between teachers' varying grade levels and their perception of PLCs as a supportive tool. The target population for this study was elementary teachers ranging from kindergarten through sixth grade. The outcomes of this mixed methods study include increased understanding of the important attributes of PLCs from the perspective of elementary grade teachers. Collaboration and emotional support within the teaching profession are added benefits to PLC engagement and the opportunity for teachers to learn from each other. [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.]