Findings of a study that identified Massachusetts teacher leaders and their needs are presented in this paper. The research was conducted to inform the design of a teacher leadership program to be sponsored by the Massachusetts Field Center for Teaching and Learning. Methodology involved a literature review and a survey of 67 K-12 teachers identified as leaders. A total of 42 usable responses, an approximately 63 percent response rate, were received. Findings indicate that participation in teacher leadership promoted improvements in self-confidence, teaching, attitude toward work, and expanded teachers' knowledge and perspectives. Drawbacks included the high amount of energy and time required, which detracted from the classroom. Most teacher leaders expressed the need for communication skills, understanding of group dynamics, and knowledge of restructuring. A conclusion is that teacher leadership opportunities in schools must go hand in hand with a serious look at restructuring the school--its organization, governance, professional roles, responsibilities, and relationships. (Contains 39 references.) (LMI)