This paper describes the rationale, the processes and the outcomes of a teacher-based research project which was undertaken during 1987-88. In the course of the project, university faculty and local school district teachers came together to work, forming two kinds of collegial relationships--teachers working with their fellow teachers and university faculty working with teachers. The project described was established to define teacher leadership as it currently exists in schools from teachers' perspectives. During the course of the study, the group developed and conducted a survey of teachers whom they considered to be leaders within their districts. The purpose of the survey was to determine how teachers define teacher leadership. The teachers involved in the analysis of the data and in the writing of the report determined that the findings held implications for the teachers themselves, for school administrators, and also for university faculty. These implications were formulated as recommendations on the roles and responsibilities of each group. The first half of the report describes the history of the project, summarizes the findings from the research, and describes the university's role in the project. The second half of the report discusses the benefits and problems of participation in such a venture from a teacher's perspective. (JD)