This article describes a qualitative case-study exploration of the
perceptions of district- and building-level school leaders and high school teachers regarding the use of the Professional Learning Community model
as a structure to support teacher professional development. Individual,
semi-structured interviews and focus groups were conducted in a medium sized school district in the southeastern United States where a PLC model, designed to support teacher learning, had been implemented over a seven-year timeframe. Findings indicated differences between respondent groups regarding who is responsible for determining content for teacher learning. High school teachers described collegial learning in their schools as occurring “in the hallways between classes” and definitely not within the PLC structure as implemented in their schools. Implications for further research into how PLCs can support teacher learning are discussed.