Elementary school mathematics leaders often come to the realization that their position, however titled and determined, although dedicated to addressing needs in math teaching and learning, also entails and directly involves leadership. Elementary school math specialists/instructional leaders (referenced here as elementary mathematics leaders, or EMLs) are often, if not typically, selected for such positions on the basis of their performance in the classroom. They have been highly successful as math teachers. However, selecting EMLs solely on the basis of their classroom success generally produces the "wakeup call" presented in the opening vignette of this article. In their work with the Elementary Mathematics Specialists and Teacher Leaders Project (ems&tl; www.mathspecialists.org), Francis Fennell, Beth McCord Kobett, and Jonathan A. Wray regularly hear stories that demonstrate that a really great whatever-grade teacher is ill-prepared for many of the responsibilities and relationships of the EML position and may be unsuited for the on-going and multifaceted leadership responsibilities of an EML. As Chval and her colleagues (2010) note, when such experienced teachers become elementary mathematics leaders, they become novices all over again, but with a different set of challenges related to their role as a building or school district math leader. The ems&tl Project's Leadership Framework identifies related elements of leadership, which this article will address. A bibliography is included.