This article presents the findings of a case study that explored the use of teacher leaders on a management team at a school site level. The findings suggest that ambiguity and organizational constraints surround the new roles for teacher leaders, and that, in order for new teacher leadership roles to be successful, norms related to the collegium of teachers need to be reexamined because some teachers are not comfortable with expanded teacher roles. The findings also indicate that for new teacher leadership roles to be effective, roles must be clearly defined from the outset. In addition, staff input and collaborative decision making must occur when implementing a new teacher leadership model, and the principal needs to have excellent communication skills and knowledge of the change process.