Teachers often resist the label of "leader" and the hierarchical structures that the idea of leader conjures, yet they continue to engage in leadership enactment. This article describes an alternative conception of teacher leadership--"practical leadership"--embodied by leadership enactment through local deliberation and action. This notion is grounded in teachers' accounts of their everyday work and framed within the theoretical tradition of practical reasoning. Two teachers are featured in short cases that illustrate the enactment of practical leadership, highlighting the contextual nature of practical leadership; the role that deliberation plays in decision making; and how educational purposes drive the nature of influence that a teacher has on others.