This study examines how 12 teacher leaders from five school districts negotiate access to classrooms and encourage instructional change in light of teacher resistance. Drawing from observations and interviews, the findings indicate that, in order to gain access to teachers, teacher leaders frequently compromise their instructional improvement objectives, limiting their work to instructional assistance and minimizing the amount of change expected of teachers. Further evidence suggests that administrative support for changed teaching practice can help teacher leaders gain access to the classroom and promote instructional improvement. (Contains 1 footnote and 2 tables.)