This study explored how untenured teachers define the concept of "teacher leadership" and how this understanding is evidenced in day-to-day practice. Results suggest that new teachers view "teacher leadership" as activities necessary for promotion to higher-level administrative roles. Much less consideration was given to the notion of teacher leadership as a means to promote social justice or socially just teaching. These findings are posited as useful to those who work with new teachers through induction or teacher education programs. (Contains 2 tables.)