The study aimed to identify the reality of professional learning communities among mathematics teachers at the Elementary level in the city of Tabuk from the teachers’ point of view. The research used the descriptive analytical method to determine the reality of professional learning communities among mathematics teachers through the use of a questionnaire as a tool for the study. It was applied to a sample of mathematics teachers at the Elementary level in the city of Tabuk. The sample consisted of (169) male and female teachers. The results showed that the degree of mathematics teachers’ practice of professional learning groups among mathematics teachers was high. The study also showed that the reality of the shared and supportive school leadership, shared vision and values, collective learning and application, shared personal practice, and supportive conditions (relationships, and organizations) were high. The study also showed that there were statistically significant differences in the reality of professional learning groups among mathematics teachers attributable to the variable of years of experience, while the study showed that there were no statistically significant differences in the reality of professional learning groups among mathematics teachers and its axes attributable to the gender variable, the educational field variable, or the variable of Professional rank