As schools face increasing student achievement accountability, many educators have turned to school-level professional learning communities (PLCs) as a possible solution. The challenge is that many schools are not implementing PLCs with fidelity. It is imperative that school leaders assess PLC practices to ensure that critical components are being implemented and this research provides a framework to assess the perceptions of school leaders, teachers, and support staff regarding the implementation of various PLC dimensions. The findings indicated that although PLCs were being implemented with fidelity, those dimensions with lower means warranted further exploration. Additionally, responses regarding the influence of PLCs on teacher retention and collective teacher efficacy indicated that both are strongly influenced by effective PLC implementation.