Professional learning networks are a relatively new field of study, and we need more information about the basic processes of teachers' learning in these networks and their dimensions and key features. The current research was conducted with the aim of identifying the dimensions and components of the model of professional learning networks of elementary teachers and presenting a conceptual model. The data of the research were collected with the help of Meta-synthesis approach and based on the six-step model of Sandelowski and Barroso (2006). In this regard, in various databases, related articles were searched in the time frame (2005-2024) and finally, among 171 articles, 35 articles were selected in a targeted manner and with the help of the Evaluation Skills Program (CASP) entered into the analysis. Next, the fuzzy Delphi technique was used to refine dimensions and components. 20 experts participated in two survey stages, and the results of each stage were screened. In general, 308 codes were extracted from the studied sources, and these codes were placed in 15 concepts and 3 main categories. The concepts included: valuing people, change occurrence, enabling, discovering, learning development, progress, skills, sharing, collective presence, involvement, evaluation, student-centeredness, systematicity, interactions and support. They were included in three categories: individual, group and organization. Finally, the conceptual model of teachers' professional learning networks was formed. The findings show that networks are an effective tool for realizing teachers' learning and improving teaching-learning processes