Purpose: Drawing from Occupational Socialization Theory, the purpose of this study was to examine a middle school physical education team's perceptions and experiences piloting standards-based teaching and grading within an organizational professional learning community (PLC). Method: Using an instrumental case study design, (n = 3) teachers and (n = 1) a principal from a middle school in the upper Midwest participated in this study. Data sources included individual and focus group interviews, observations, and relevant documents collected across three school semesters. Results: Inductive data analysis revealed three themes: (1) Increased Status and Appreciation in the School Community; (2) Growing Pains; and (3) Emotional Safety and Engagement, along with related subthemes. Conclusions: Through actively participating in the school PLC structures, physical educators may proactively facilitate leadership opportunities within the school community notwithstanding perceived limitations. However, physical educators may experience greater success in PLCs as they become increasingly literate in common assessment practices.