Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Studies have shown that teachers who feel empowered as leaders are more effective in the classroom. Professional development schools (PDSs) provide multiple opportunities for teachers to leave the confines of their classrooms to experience new leadership opportunities. The primary purpose of this study was to investigate the affect that the PDS model has on teacher leadership. More specifically, it explores how veteran teachers perceive teacher leadership and whether or not they believe the PDS model contributes to leadership development. Twenty-two teachers from two PDS partnerships were interviewed to determine their views on teacher leadership. The interviews resulted in descriptions of the term "teacher leadership" and how the partnership with a university has affected leadership capacity. The study uncovered some key components of the partnership that contribute to the emergence of teacher leaders. Overall, the participants reported that the association between the school and the university contributes to both the emergence of teacher leadership and the increase in leadership capacity. Although several themes emerged, the collaborative and mentoring components of the PDS partnership were reported as primary factors for increasing teacher leadership capacity. These findings are further evidence that can be used by PDS advocates to promote the PDS model as standard practice for teacher education programs. [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.]