Twelve years after passage of No Child Left Behind, the Program for International Student Assessment (PISA) report on 510,000 fifteen year-olds in 65 countries ranked the U. S. 31st in math, 24th in science, and 21st in literacy. U.S. Secretary of Education Arne Duncan commenting on the PISA report said that the brutal truth must serve as a wake-up call for the country. Research indicated that school leadership was second only to teacher quality impacting student learning outcomes. To address the school leadership deficit, administrators around the world have implemented "The Leader in Me" (TLIM) school leadership model to increase shared leadership among teachers, school administrators, and the community. The purpose of this quantitative study was to examine whether teachers' perceived shared leadership is significantly different in TLIM schools compared to non-TLIM schools. The sample included 12 elementary schools in Delaware reporting Teaching, Empowering, Leading, and Learning (TELL) survey results -- six TLIM schools and six matched-group comparison schools. Research questions addressed three TLIM constructs: teacher leadership, school leadership, and community support and involvement. No significant differences were found between TLIM schools and non-TLIM schools for teacher leadership, school leadership, or community support and involvement. Due to the fact that more than 2,000 schools implemented TLIM programs in the past decade, this study's findings suggest the need for a large-scale study to determine whether TLIM is an efficacious use of resources to improve teachers' and administrators' shared leadership skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]