Academic development is emerging as a complex and challenging leadership role. Academic developers in Australia were interviewed to determine how they: (1) conceptualized leadership; (2) saw themselves in leadership roles; and (3) effected leadership and change through academic development work. The results revealed that, in an academic development context, leadership is not defined as a prescribed set of characteristics. Rather, a synergy among variable characteristics of the person, the academic development role, development strategies, and institutional context determined successful practice and leadership in any given institution. In this complex dynamic, Parker Palmer's conceptualization of the roles of the teacher can provide a unifying framework for conceptualizing the diverse work in which we engage. Many of the characteristics of academic development practice, including our leadership roles, can be mapped directly onto Palmer's concepts of identity and integrity, and of knowing, teaching, and learning community. (Contains 1 table and 1 figure.)