In this mixed-methods convergent parallel database design study on the roles of the model professional learning communities (PLC), I explored the teacher's perceptions of the PLC process on teacher enhanced instruction and elementary student academic outcomes through interviews. I also examined archrival Texas Academic Performance Reports (TAPR) to look for trends in student academic outcomes. The study sought to answer the central research question focused on what difference model professional learning communities make in enhancing: (a) teacher instruction and (b) elementary student outcomes. During this study I interviewed seven elementary educators using self-created interview guided protocol that went through pilot testing prior to being used. This study also reviewed three years of archival testing data for four cohorts of students or roughly 615 students. Previous research discussed the impacts of PLCs on educators and the steps needed to implement an authentic PLC. This study generated critical insights that help tie together educator professional growth, elementary students' academic outcomes, and federal and state regulations to encourage forward movement in 21st-century teaching and learning. The study results suggest that educators that work on a model PLC campus create engaging classroom environments, collaborate with coworkers, and students show sustained progress on standardized testing. The implications of this study show that educators in a model PLC can learn and grow from one another, students can perform on state assessments without a focus on test prep, and data is an important factor in PLCs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]