This study explores the reality of implementing Professional Learning Communities (PLCs) and the attitudes of Cycle 2 female teachers towards them in schools within the North Al Batinah Governorate, Sultanate of Oman, in light of the Ministry of Education's official directives toward adopting these communities as a reformative approach to enhance school performance, aiming to bridge the deep gap between theory and actual practice away from purely quantitative data. To achieve this objective, the study adopted a qualitative research methodology utilizing a case study design to provide an in-depth and detailed understanding of the phenomenon within its natural context, where a purposive sample was selected, consisting of five female teachers from Cycle 2 schools in the North Al Batinah Governorate, ensuring diversity in their academic specialties and years of experience. The study relied on semi-structured individual interviews as the primary tool for data collection, which underwent thematic analysis to link professional practices with change leadership processes and digital transformation. The results revealed a total consensus (100%) among the participants regarding the direct positive impact of learning communities on reducing professional isolation, enhancing student achievement, and transforming the teacher's professional identity into a researcher and developer; furthermore, the findings indicated a variance in sustainability priorities between institutional organization and digital, evidence-based innovation, concurrently, time constraints and structural administrative burdens emerged as the most prominent shared challenges requiring intervention. Consequently, the study underscores the necessity of institutionalizing the work within these communities by allocating fixed hours in the school timetable and transitioning toward a comprehensive digital platform for documentation, while recommending that future research focus on the impact of empowering teachers and granting them academic and leadership autonomy within action research teams to sustain and localize educational change.................. Keywords: ..............Professional Learning Communities (PLCs), Teachers' Attitudes, Cycle 2, Sultanate of Oman, Qualitative Research.