Professional Learning Communities (PLC) can increase employee morale and student achievement. The purpose of this study was to describe and examine the perceptions of elementary teachers working in a school that was newly established as a PLC. This study employed mixed methods. A published survey and teacher interviews employed over 4 months were the primary sources of data for this quasi-experimental design. Quantitatively, paired samples t-test results indicated a statistically significant change in mean responses for 2 of the 17 survey items and average mean responses increased positively on 12 of 17 items. Qualitative data were analyzed by assigning codes aligned with the five PLC themes. By analyzing and triangulating survey, interview and unobtrusive data against typologies (i.e., five PLC themes) teacher perception patterns were identified and validated with member checking. Qualitative findings supported survey results. When teachers work collectively to improve education, they model collective inquiry for their students. Promoting the concept of people working and learning together in a PLC to improve their lives has a positive benefit for society.