This study examined the impact that PLCs, communication, and the playbook had on a kindergarten through Grade 5 school merger in a suburban attendance zone. This merger involved two former elementary schools in the southeastern United States. The school merger created a new school model with a pre-K through Grade 2 school and a Grade 3 through Grade 5 school. PLCs, communication, and the playbook were three key areas identified by the school administrators as having an impact on the stakeholder perception results of the merger. Mixed research methodology was used to answer the central and essential research questions that determined the impacts of the key areas on the merger. The present study found that the North Carolina Teacher Working Conditions Survey areas of School Leadership and Instructional Practices and Support increased after the school merger. The areas of instruction, administration, and communication on the district's parent survey were found to have a positive impact on parent perception data based upon parent focus groups held after the school merger. The findings of the study provided mixed results on the impacts of the merger on student achievement in reading and math. The results of this study will be used to create a replicable model of success for other school districts across North Carolina, the United States, or around the world who are planning or engaging in school mergers in suburban attendance zones. Keywords: school mergers, grade level configuration, Professional Learning Communities, school communication, transformational leadership. [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.]