This study identified the demographic profile of teachers as well as determined the extent of implementation and the challenges met PLCs along content knowledge and pedagogy, learning environment, diversity of learners, assessment and reporting, and personal growth and development, and came up with a proposed plan of action in implementing Professional Learning Community in elementary schools. This was done through a Descriptive-Correlational study design with purposively sampled 213 elementary school teachers in the 12 municipalities of the 3rd Congressional District of Quezon Province for the SY 2023-2024, using a survey questionnaire with a 4-point Likert scale. The findings revealed that the teacher leaders in PLC in the elementary were female, aged 31-35 years old, 11-15 years in service, holder of bachelors degree, and were designated as Teacher I – Teacher III. Professional Learning Community in elementary school was highly implemented while the challenges met by the schools in a Professional Learning Community are generally much challenged. There is no significant difference in the extent of implementation of the professional learning community when grouped according to profile there is a significant difference in the level of challenges of the professional learning community when grouped according to profile and the null hypothesis, “there is no significant relationship between the extent of implementation of the professional learning community and the level of challenges of the professional learning community”, is accepted in diversity of learners, assessment and reporting, and professional growth and development while rejected in content knowledge and pedagogy and learning environment.