The primary purpose of this study is to examine how distributed leadership practices contribute to the creation and sustainability of effective professional learning communities (PLCs) in high-performing urban schools. I am employed a qualitative case study design to examine the complex relationship between distributed leadership and professional learning communities (PLCs) in high-performing urban schools. The participants in this study were the 1 Principal, 1 Asst. Principal, 1 Master Teacher in 3 different high-performing urban schools in Tagum City that have demonstrated successful implementation of distributed leadership practices and the development of effective professional learning communities (PLCs). The findings from the case studies offer valuable insights into the implementation and impact of distributed leadership in school settings. These insights highlight the multifaceted nature of leadership, emphasizing the importance of capacity-building, trust, collaboration, and shared vision among educators. The following implications provide guidance for school leaders, teachers, and policymakers aiming to foster effective professional learning communities and sustainable leadership practices. They underscore how intentional strategies can cultivate empowered and collaborative teaching communities that ultimately contribute to improved teaching and learning outcomes.