This study looked at teachers in their 2nd-4th years of teaching to compare their professional activities with what current studies indicate are teacher leadership behaviors and characteristics. The study sought to determine whether the University of Southern California's teacher preparation program taught the professional skills that elementary teachers needed in reform oriented schools and whether they exhibited the characteristics of teacher leaders. Researchers specifically worked with graduates who were considered good teachers at the end of their student teaching assignments. A total of 14 teachers in four school districts completed mailed questionnaires that examined their perspectives of their professional lives. Their principals also received questionnaires. After they returned the questionnaires, participants completed interviews about the school and district cultures. Results revealed patterns of professional behavior including: collaboration; sharing of expertise; participation in school committees; and participation in school decision making. These teachers participated in supervision of student teachers and were part of various professional organizations. They tended to volunteer for professional responsibilities. They all had a strong personal sense of efficacy and demonstrated their commitment to professional study by enrolling in advanced degree programs. Some teachers exhibited over-confidence. Overall, the teachers distinguished themselves in ways considered unusual for their level of experience. An appendix presents a table that describes novice teachers' activity. (Contains 22 references.) (SM)