The purpose of this grounded theory study was to explore and conceptualize how teacher leaders are trained, developed, and supported both formally and informally to be effective in their roles. The study furthered examined teachers perceptions of the Ohio teacher leader endorsement and its impact on them as teacher leaders. The study was conducted in an urban and suburban school district located in central Ohio. The eight teachers were selected to participate in the study because they held the Ohio teacher leader endorsement and work as teacher leaders in either a formal or informal role in their district. Five themes emerged from this study: (a) Formal training and support is essential for teacher leaders and can provide teachers with credibility among their colleagues, (b) Teacher leaders in both formal and informal roles are necessary to impact change in their organization, (c) Formal teacher leaders can lead from the classroom, (d) Informal support for teacher leaders, and (e) Stronger connections between statewide initiatives and the work of teacher leaders are necessary for educators to make sense out of the work of teacher leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]