The purpose of this non-experimental quantitative descriptive correlational study was to explore the relationship between instructional efficacy and participation in a professional learning community. The perceptions of teachers participating in a professional learning community were elicited to determine any existing relationship. The intention of this study was to contribute to the field of educational leadership related to the existing achievement gap between minority and non-minority learners. One thousand teachers were invited to complete three electronic surveys; 102 teachers responded. Efficacy level was measured using the Teachers’ Sense of Efficacy Scale and The Collective Teacher Efficacy Scale. Level of effectiveness was measured using The Professional Learning Community Assessment-Revised. Results revealed an existing, yet not significant, correlation between PLC participation and instructional efficacy. According to the literature, a strong correlation exists between instructional efficacy and professional learning community participation. More research regarding the relationship between the constructs should be conducted.