This article examines the characteristics and influences of boundary-spanning leadership in university-school-community partnership contexts. To gain a clear understanding of the diffuse literature in this area, over 60 related articles and books were reviewed; common themes were identified; and emergent connections were drawn. The most common themes involved boundary-spanning leaders, who can hold both formal and informal positions in organizations--namely, they serve as bridge builders who help connect group members; they act as organizational information brokers; they have legitimacy and credibility in the eyes of a diverse array of constituents; they have a depth of knowledge about issues relevant to specific university-school-community partnerships; they possess and utilize considerable personal and social skills; and they move most freely and flexibly when solely devoted to partnership matters. After describing these themes, the article discusses their implications in partnership contexts.