This study was conducted to explore the sustainable plan of the teacher learning community. As a research result, the sustainable plan of the teacher learning community has been divided into four categories: Ministry of Education level - Office of Education level - school level - teacher learning community level. First, it is the Ministry of Education. We will select the activation of the teacher learning community as the national education policy agenda, and implement a teacher capacity development evaluation system based on mutual cooperation among teachers. Second, it is the level of the education office. The teacher learning community should be recognized as an autonomous training institution in order to recognize community activities as learning credits and to share best practices. Third, it is at the school level. It is necessary to operate a customized teacher learning community according to the culture of each school, and it is necessary to provide physical environment such as independent space support and budget support. In addition, the principal secured time for teacher learning community activities and positive psychological support was presented. Fourth, it is the level of teacher learning community. It is necessary to build a teacher learning community operating system so that all members play the role of leader and to match the vision and educational goals of the school with the teacher learning community.