The teaching profession is a key activity for the development of society. Therefore, the analysis of the working conditions of teachers has become a topic of great importance due to the challenges and implications that teachers must face. A relevant factor that allows responding to multiple demands requires that teachers can advance in implementing multidisciplinary practices, as well as the disposition for collaborative work. In this article research, the culture of collaborative teaching work is analyzed, considering the dimensions that are identified as relevant to promote a school culture that encourages the development of a Professional Learning Community (plc). In this way, a mixed methods strategy is used registering information on pedagogical practices linked to the development of a collaborative work culture and the challenges identified by teachers for the implementation of a plc in their schools. 52 teachers from 16 secondary schools participated in the study. Based on the six dimensions that characterize the development of a collaborative school culture, the results show differences in the implementation of pedagogical practices that promote a traditional school culture or one linked to a plc. In the same way, differences were identified between the perception of teachers and members of the leadership team. Finally, the results of this research can be extremely useful for decision making in relation to the elements linked to the organizational culture that must be stimulated to move towards forming an effective plc.