In reviewing research from three successive research studies in one school district in Ontario, Canada, I trace the influence of leadership on the building of capacity in schools and the district. In so doing, it has become clear that the style of leadership has shifted to a more distributed approach, in which more teachers are becoming engaged in leadership in schools. This evolution has blurred the traditional hierarchical distinction between "leaders" and "followers". The research started as part of my doctoral studies, but has continued for six years into my life as a professor, allowing me to continue studying the effects of this shift. The research so far lists outcomes such as a more collaborative culture, increased engagement in professional development, and a focus on instruction. As a new scholar I discuss the impact this research has had on shifting my focus towards studies of the nature and effects of distributed leadership. (Contains 1 table and 20 notes.)