The aim of this study is to examine the attitude among teachers towards working in subject specific groups, so called professional learning communities. The questions being asked are what the teachers want to acquire from working in them and how they consider them to be organised. Previous research show that professional learning communities are means of strengthening teachers and their teaching from criticism from outside stakeholders such as local politicians, but also parents. They are also means of developing the teaching and the individual teachers at schools. A qualitative study has been made at a Swedish secondary school and is reported in this study. It was done in a hermeneutic discourse and when analysing the results four categories of answers appeared. It showed that the teachers working in professional learning communities wanted to acquire a qualitative discussion regarding what should be taught and in what way that should be assessed. They also wanted to share and receive ideas for teaching and they wanted to solve administrative issues such as ordering and putting common localities straight. Finally the teachers wanted to feel a sense of community to avoid isolation. Some of the teachers in the study considered the professional learning communities to be organised in a rational way with the leader being the headmaster of the school. Others considered them to be organised from a systematic perspective where individual members could have individual aims. The conclusion is that many of the issues and problems that arise in a professional learning community are related to organisation. The teachers who favour a rational organisation consider the systematically organised learning community to be ineffective and those who favour a systematically organised community consider the rationally organised to be too much top-down ruled.