While research suggests that effective implementation of professional learning communities (PLCs) increases student achievement and supports teacher learning, there is limited research focused on what administrators do to support and encourage effective PLCs. This qualitative study examined the perceptions of 12 core-content teachers from two north Texas high schools with regard to actions of campus administrators in supporting their PLCs. Findings highlighted professional learning, coaching support, common planning, and other actionable supports that campus administrators may provide to support teachers and foster effective PLCs.