This study examines how teacher leaders across the Central Valley support the implementation of the English Language Roadmap Policy (ELRP) utilizing a qualitative, multi-case study approach. Relying on semi-structured interviews and a series of project presentations, this study examines teacher leaders' perceptions and identifies the attributes of four individuals who act as teacher leaders. Based on the data analysis and interpretation of the information from the transcripts, field notes, and documents, four primary themes were revealed. The first theme that emerged reflected the teacher leaders' understanding of the problems and obstructions they experienced in their local context. The second theme identified a discrepancy of knowledge between teachers' and leaders' knowledge on English language policy requirements. The third theme noted qualities that the teacher leaders demonstrated implementing the ELRP. The fourth and final theme centers around the experiences of teacher leaders during the professional development opportunities provided by the Teach Plus program. These themes provide insight into how teacher leaders who participate in the implementation of ELRP develop agency, self-authorship, and equity conscious teaching practices. The results of this study provide added insights for teacher leaders seeking to create an organizational culture that fosters teacher reflection under an effective and student-centered policy. [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.]