This article examines the leadership role of the "new professional," in particular those who have obtained or are establishing themselves as Early Years Professionals (EYP). Central to this process is the ability to "lead practice"; however, this concept is ill-defined and used loosely within the context of day-to-day routine. This article uses cultural-historical activity theory as a framework in which concepts of leadership are interrogated. Informal interviews and collaborative dialogue are used to articulate the voices of those most closely involved. Prevalent models of leadership which rest on ideas of authority are challenged and a concept of "catalytic leadership" is proposed whereby EYP's ability to bring about and inspire change is not dependent on a position of power. (Contains 1 figure.)