The purpose of this study was to explore the influence of the innovation, the Professional Learning Community-Orientation Modules (PLC-OM), on new teachers’ (NTs) attitudes towards and self-efficacy for PLCs and their self-efficacy and abilities as NTs. The school district in which this study took place did not have any support for NTs who entered their Professional Learning Communities (PLCs). The PLC-OM was designed to address the lack of support for PLCs, increasing NTs knowledge of PLCs and PLC skills and empowering them to act within collaborative networks. The literature review includes various, relevant studies from areas such as new teacher retention, specifically induction and mentoring programs, NT collaboration, and NT self-efficacy and past research around PLCs and online learning communities. The theory guiding this study includes sociocultural theory, social cognitive theory, and communities of practice. This mixed-methods action research study was conducted within southeastern Pennsylvania and included a total of 18 participants from elementary, middle, and high school. The innovation was implemented over a 13-week period with participants engaging in asynchronous and synchronous activities through Schoology, a learning management system. Participants completed pre- and post-innovation surveys and the Perceived New Teacher Growth Level Survey. Additionally, throughout the PLC-OM, NTs completed a Flipgrid introduction, discussion board responses, and PLC reflections. Flipgrid is a video recording platform that allows participants to create short videos and share with a group. They also engaged in virtual synchronous meetings as an entire cohort which were led by the researcher and focus-group interviews. Quantitative data was analyzed through descriptive statistics and a one sample t-test for the pre- and post-innovation surveys while the qualitative data was analyzed using a grounded theory approach, specifically the constant comparative method. All data was triangulated to confirm and corroborate findings. Results suggested that the PLC-OM was beneficial for NTs and contributed to an increase in self-efficacy for PLCs and as NTs. NTs showed an increase in knowledge of PLCs and their PLC skills including interpersonal skills that can assist with collaboration. Additionally, the PLC-OM positively influenced NTs attitudes toward PLCs and their abilities as NTs. The discussion focuses on clarifying the following: the changes in NTs self-efficacy for PLCs and as NTs; the attitudes of NTs toward PLCs; and the influence of the PLC-OM design.