This paper synthesizes the results of three case studies that focus on urban and suburban elementary teachers who are engaged in new roles: as learners, as clinical educators, and as leaders. Results of the studies suggest that epistemological issues; workplace contexts; and an ethic of care, which is especially noticeable in collegial relationships, have considerable impact on teachers as leaders and learners. The first case study examined interactions among the school- and university-based faculty who, for two terms, were co-teachers of a social studies methods course. The second study investigated teachers in the role of clinical educators, i.e., school-based teacher educators who are involved in teacher preparation, beginning teacher support, teacher development, and school and college professional development, as well as maintaining a significant classroom role. The study investigated factors that affect teachers functioning as clinical educators in a professional development school and a university setting. The third case study investigated six veteran teachers, recognized by their colleagues as leaders, and identified attributes shared by these teachers. Among the issues that emerged from the case studies are: the isolation sometimes experienced by teachers who step outside their traditional roles, the importance of personal support for these teachers, and the manner in which differences between university and school culture influence the ways teachers function in new roles. (Contains 24 references.) (IAH)