One of the biggest problems facing American educators is the challenge to increase student achievement in the era of accountability and high stakes testing (DuFour et al., 2016). Student test scores and achievement remain stagnant across south Georgia (GADOE, 2018a; GADOE, 2019b). One reform used by schools to help increase student achievement is the implementation of Professional Learning Communities (PLCs). PLCs help increase the efficacy of teachers, which is the most crucial factor contributing to an increase in student achievement (DuFour et al., 2016; Goddard et al., 2004; Hattie, 2017; Tschannen-Moran & Barr, 2004). This phenomenological study was conducted to explore the professional practice of PLCs by examining the life experiences, career experiences, PLC-related experiences, and perceptions of middle schools principals in rural south Georgia in regards to student achievement. The narrative of participant experiences and perceptions created a potential roadmap for other middle school leaders to implement PLCs. Participants for this study were identified from rural south Georgia middle schools using maximum variation purposeful sampling (Maxwell, 2013; Patton, 2015). The researcher collected participant data using a series of interviews, observations, and document analysis (Seidman, 2013). At the end of data analysis and coding, four major themes emerged from this study: PLC Processes, Capacity within Schools, School Culture, and Student Achievement. After analyzing participant data, I concluded schools that employ PLCs as a professional practice for teachers experience professional growth in teachers and academic growth in students. The study’s participants, regardless of the PLC framework used in their school, all had positive experiences and perceptions of PLCs and their resulting impact on students, teachers, and capacity within school. Keywords: Professional Learning Communities, Principals, School Capacity, Leadership, Professional Growth, Student Achievement