本研究採質性研究法，以某私立大學為個案學校，立意取樣訪談99學年度參與教師學習社群之2位主領教師、6位教師成員，及1位行政人員，旨在探討個案學校教師社群之組成背景及運作情形、教師參與動機、教師學習社群對於教師專業發展的影響，進而分析個案學校教師學習社群運作之困境，並依據結論，提出七項建議，冀提供個案學校參考。

The purpose of this qualitative study was to explore the implementationof the Faculty Learning Communities (FLCs), factors affecting facultymembers’ motivation to participate in FLCs, the influence of FLCson faculty members’ faculty development as well as difficulties of implementingFLCs faced by university administrators at a private university inTaiwan. The study used purposive sampling to select 8 faculty members(2 FLCs leaders and 6 FLCs participants) and 1 university administratoras subjects for semi-structured interviews. Based on the results, the studyoffered several suggestions for the case university.