The purpose of the study was to examine the experiences of teachers in PLCs and their perceptions of PLCs’ effectiveness in improving instructional practices and promoting teachers’ self-efficacy. The research study employed a basic interpretive qualitative design constructing narrative profiles from interviews. The research was conducted over an 18 month period and concentrated on the perspectives of lived experiences within PLC settings of six teachers in Middle and South Georgia. The conceptual framework for the study was Bandura’s (1997) theory of self-efficacy. The impetus for this study was the researcher’s interest in intrinsic and extrinsic factors motivating teachers to embrace professional learning. As Bandura (2008) surmised, individuals gain confidence in their ability through participation in events facilitating success. A guiding desire of the researcher was to learn if a sense of accomplishment encourages teachers’ inclination to collaborate. An emphasis of the study was maturity level of PLC implementation. This was identified with the assistance of Middle Georgia RESA. Schools were in Middle and South Georgia and varied in student population and demographics. The sample population was determined in a purposeful manner. Six teachers from four school districts participated. Three were two elementary teachers, one middle school teacher, and two high school teachers. Due to COVID-19 restrictions, all were interviewed virtually. Narrative profiles were used to investigate teachers’ perceptions which were then related to the research questions. Interpretations of teachers’ perceptions yielded explanatory data describing the emerging themes: Structured Norms, Motivating Factors, School Culture, and Impact on Teaching and Learning. Keywords: Professional Learning Community, Self-efficacy, Instructional Practices, Teacher efficacy, structured norms, Lived experiences