This qualitative case study examined the perceptions of one principal and 10 teachers from a school district in the Rio Grande Valley regarding how leadership is distributed in their schools through the lens of distributed leadership. This study contributes to the small body of literature regarding teacher leadership to foster dialogue and potentially provide opportunities for teachers to take on leadership roles. Recently, the expectations for schools have increased to the extent that leaders are now expected to ensure all students are learning at prominent levels. Today's public-school principals may benefit from the support of teacher leaders. Results of the study revealed the importance of teacher participation in school leadership roles; the principal's important role in distributing leadership; and the need for the creation and maintenance of a collaborative culture, particularly with professional learning communities (PLCs). The results of this study underscore the importance of collaboration, data-driven decision-making, and effective leadership in an educational setting. The result of the study provides additional information for educational leaders and policymakers can use to help recognize the importance of collaborative structures like PLCs. This study also supports the importance of educational leaders fostering a culture of distributive leadership. [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.]