In the 1980s, the National Geographic Society launched a multi-million dollar campaign to improve teachers' knowledge of geography through the establishment of geographic alliances--networks of geography professors, teacher educators, and elementary and secondary teachers. To coordinate reform efforts in geographic education, the Society provides teacher professional development to create teacher leaders. Through analysis of observations, interviews, and a document, I explore how participants in an eight-day leadership academy construct their identities as teacher leaders. My analysis suggests that the development of political advocacy skills is an integral part of becoming a teacher leader. I argue that other professional organizations should consider this approach to professional development to advance their respective agendas of reform.