Jack be nimble, Jack be quick, so as not to get burned jumping over the candle stick! Just as Jack maneuvered over the candle stick, so does an instructional leader who needs to make rapid changes and maneuver to meet the demands of No Child Left Behind (NCLB; 2002). Developing and cultivating the culture of a Professional Learning Community (PLC) allows for staff to respond to students' academic needs in a nimble fashion. The problem with Professional Learning Communities is the lack of research on the best practices of a successful mature PLC. This research focused on identifying these practices. First, successful elementary schools were identified by the Colorado State Assessment Program. Second, mature PLC's were identified by the principals of the successful schools completing the School Professional Staff as Learning Community Survey (Hord, 1996) and copy written by Southwest Educational Laboratory. Third, qualitative interviews and observations were conducted. The five major themes identified by Hord were observed in this study with school vision providing the focus for all decisions. The best practices and ideas that frame a successful, mature PLC include opportunities for shared decision making, visioning, collective learning and application of learning, peer observation and feedback, and supportive school conditions. All opportunities are focused on improving the teaching and learning process.