Through their visits and conversations with students, teachers, and administrators involved in the Appalachian Rural Systemic Initiative (ARSI) over the past decade, the people at Inverness Research Associates came to believe that ARSI served as an important leadership capacity-building effort for improving mathematics and science education in Appalachia. In particular, the Teacher Partners (TPs) were classroom teachers who took on a wide range of leadership roles and responsibilities through ARSI. As they went about the business of supporting math/science improvement in their schools and districts, they learned much along the way, developing ever greater knowledge and skills as their experience increased. Through their research over the years, the people at Inverness Research Associates began to better understand the nature of Teacher Partner work, as well as the contextual features and challenges of the environments that affected it. As a result, late in the winter of 2005 they were able to formulate some preliminary "findings" about ARSI TPs' leadership, but they also realized that their perspective as outsiders might be limited. For that reason they wrote to the Teacher Partners to invite them to participate in formal reflection about their leadership work. This paper presents a selection of some of the most illuminative and insightful Teacher Partner reflections they received. (Contains 1 footnote.)