The quality of learner performance in every subject depends on the quality of teaching received. If there are past imbalances in teacher preparation as it is the case in South Africa, a system has to be put in place to eradicate these through a sustainable support and development program. Due to past inequalities in the South African education system, the performance of physical science teachers in public rural and township schools has been predominantly low. For some years since its introduction, PLC’s have been the preferred mode ofr teachers’ continuous professional development in the South African education system. Desimone’s model for teacher professional learning was adapted for this study, based on its inclusion of critical features that are important for the overall development of teachers’ subject knowledge. Qualitative data was collected through observations at PLC meetings, group interviews and individual interviews with some teachers within the PLC’s in four districts in one education district.

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