Professional learning communities (PLCs) are a form of collaborative professional development through which educators gather to explore selected issues related to their teaching and learning philosophies, and classroom practices. This study focuses on one professional learning community formed with five world language faculty members at an American university. All five faculty members teach undergraduate level world language courses at the university, namely, Chinese, French, German, Japanese, and French. This study describes how the participants worked together to build a sense of community and overcome challenges, both within and beyond the field of education. Data were gathered through field notes and transcripts. Upon analysis, the following positive findings were determined: PLCs help participants create collegial relationships. PLCs can change classroom practices. PLCs promote reflective dialogue among participants. PLCs provide professional learning opportunities. Among the challenges that confronted the group were time constraints, difficulty in maintaining focus, and the importance of the facilitator maintaining a proper balance of authority.