Interviews were conducted with teachers who chaired the steering committees for 3 of the 25 National Education Association Mastery in Learning (MIL) Project schools with the purpose of eliciting their viewpoints on teacher empowerment and leadership. The schools (Orchards Elementary School in Lewiston, Idaho; Willow Creek Junior High in Rochester, Minnesota; and Maryvale High School in Phoenix, Arizona) were chosen as a representative cross-section offering three different levels of schooling, three different settings (urban, suburban, rural), and faculties of differing sizes. Of particular interest were the teacher's views on how they combined their teaching role with the leadership role, how one affected the other, and how their expanded roles were viewed by their colleagues. Four common themes emerged from interviews and observations: (1) time and teacher leadership; (2) effects of teaching mission and leadership upon one another; (3) teacher leadership and collegial relationships; and (4) differences between teacher leadership and administration. Different views held by the MIL teacher leaders on these themes are reported. It is recommended that study of teacher leadership should be increased and directly involve teacher leaders themselves. It is also recommended that professional development programs be designed for practicing and aspiring teacher leaders. (JD)