The study aimed to measure the effectiveness of professional learning communities in employing social studies teachers for active learning and its impact on academic achievement. To achieve the objectives of the study, the researchers used the procedural approach, by preparing a note card for teachers consisting of (22) phrases distributed over two domains and the diagnostic test for students. And after verifying the validity and reliability of the tools, they were applied to a sample of (20) male and female teachers, and to (635) male and female students, the results of the study revealed that there were statistically significant differences at the significance level (α = 0.05) between the averages of the observation card in the pre application and the post application in the employment of social studies teachers for active learning, in favor of the post application. The results also indicated that there were no statistically significant differences at the significance level (α = 0.05) between the averages in the employment of social studies teachers for active learning, due to the variables of specialization, professional experience, and grade. The study also revealed that there were statistically significant differences at the significance level (α = 0.05) between the mean scores of seventh grade students in the pre-test and post-test in the development of academic achievement, in favor of the post-test. It indicated that there were statistically significant differences at the significance level (α = 0.05) between the mean scores of the eighth-grade students in the pre-test and post test in the development of academic achievement, in favor of the post-test. The researchers recommended the need to encourage educational supervisors to employ action research as one of the supervisory methods, and to train teachers to employ active learning strategies.