The purpose of this article is to share how one teacher education program at a Midwestern university prepares teacher candidates to analyze student achievement data, which is believed essential as one of the roles a teacher candidate needs in order to develop teacher leadership in the classroom. The authors provide the teacher candidates' relevant assignment and discuss the implications toward developing leadership. In particular, the action research results of two teacher candidates' writing lesson scores and personal reflections are highlighted. In addition, a former teacher candidate shares how her experience prepared her for the teacher leader role.