Teacher leaders do not fulfill their potential without the right kinds of support. Using the stories of two teacher leaders, Lattimer describes how school and district administrators succeed and fail at encouraging teachers to take on or withdraw from leadership roles. The two teachers profiled were more likely to assume leadership roles when administrators showed respect for their knowledge, when there was a strong teacher community, when reform efforts were connected to student needs, and when they had opportunities for critical reflection. These stories of successful and not-so-successful leadership reveal how school climate contributes to teacher morale and how much extra effort is required of teacher leaders. (Contains 1 endnote.)