This study investigated the implementation of learning community in pilot schools of New Taipei City and its associated obstacles and solutions via questionnaire surveys. The participants of the present study included teachers from 28 pilot elementary schools. A total of 443 questionnaires were issued, of which 353 were returned, with 345 valid responses yielding a rate of 77.8% from all the teachers initially selected. T-test and ANOVA were performed to analyze the gathered data. The major findings are as follows. Firstly, the perception score in learning and implementing ＂learning community＂ among teachers in pilot schools was rated above average. Secondly, the perception of teachers towards the pragmatic rationales of learning community varied significantly due to factors such as teachers' status and positions, the sizes of their schools, the locations of their schools, and the ways learning communities are implemented in the schools. Thirdly, the major obstacles in implementing learning community as perceived by the participating teachers included pressure to keeping up with predetermined schedule, and the lack of time for teachers to thoroughly discuss their lesson plans together. Fourthly, solutions to the obstacles in implementing learning community as perceived by the participating teachers included: the need to build mutual trust between teachers and classroom observers, reducing teachers' pressure of being observed, reducing administrative workload irrelevant to teaching, and arranging communal time slots for teachers in the learning community to discuss and work together. Based on the above conclusions, the authors also provided some suggestions to educational administrative authorities, and schools implementing learning communities.