This article describes collaborative efforts to frame university teacher preparation program activities within transfer of learning and transformative learning theories to promote teacher leadership. Specifically, we describe (a) a community sponsored, public school, campus-based experience during an introductory teacher preparation course; (b) a university supervision program designed to empower teachers to take primary responsibility for guiding and developing future colleagues; and (c) a model for providing guidance and development for a postbaccalaureate alternate route to certification for students during their first year of teaching. A goal for each program is to foster within teachers a long-term commitment to teacher leadership, particularly in culturally diverse, low socioeconomic schools. (Contains 1 table.)