This study examined the processes by which Julian State School, located in South-East Queensland, attempted to establish and develop a Professional Learning Community (PLC) to guide its efforts in improving student achievement in literacy. Utilising a case study methodology, a large qualitative data set was gathered and analysed to understand how the school’s personnel engaged with each other in PLC and school improvement activities. A total of twenty-seven participants were involved in the study; 21 classroom teachers, two members of the leadership team and four university personnel. Data sources included questionnaires, semi-structured individual interviews, audio recordings and transcriptions of reflective practice conversations, focus groups, field notes, teaching and assessment artefacts. As the thesis proceeds, detailed analysis of contextual interactions and interrelationships within the developing PLC activities are presented to explore the proposition that PLC development is a multifaceted and complex process.