This paper provides a review of recent empirical research investigating middle leadership practices in New Zealand secondary schools. Eight academic articles and one report are included to establish an analysis of the recent evidence of practices of curriculum middle leaders. The majority of the research utilises mixed methodology and aligns middle leadership practices within a paradigm of instructional leadership practice. Researchers found that effective middle leadership practices are associated with higher academic achievement and more equitable student outcomes. Effective middle leadership includes practices such as capability in instructional leadership, the ability to undertake problem-solving conversations with teachers and goal setting skills. Research reveals middle leaders found managing problems and conflicts challenging especially when they were concerned with teacher performance. They were required to coach and mentor staff with minimal leadership preparation, despite often being leaders of large teams of people with responsibility for considerable budgets and resources.