This mixed method dissertation was designed to investigate professional learning communities at one Title I middle school. Educators' perceptions and student achievement were examined. Results from a Likert scaled survey and face-to-face interviews were analyzed looking for the presence of a professional learning community culture. Results from the 2008 Georgia Criterion-Referenced Competency Test (CRCT) were examined for the basis of measuring student achievement. This study was framed around Hipp and Huffman's (2002), Hord's (1997, 2004), and Huffman and Hipp's (2003) 6 characteristics of a professional learning community: (a) shared and supportive leadership; (b) shared values and vision; (c) collective learning and application; (d) shared personal practice; (e) supportive conditions--relationships; and (f) supportive conditions--structures. An analysis of the collected data revealed a strong (88%) perception of evidence that this school had a positive professional learning community culture, and reflected positive student achievement.