This article seeks to establish a new research agenda on distributed leadership by linking early childhood and school leadership research. It begins with a discussion of how distributed leadership is conceptualized, including a discussion of the main features and meanings of distributed leadership as defined by key scholars who have maintained a sustained interest in this topic. It explores theoretical bases underpinning leadership research that have adopted a distributed leadership framework in general and within early childhood education organizations in particular. By critiquing the application of learning derived from school-based research within early childhood settings, this article aims to engage readers across different education sectors to collaborate in reconceptualizing distributed leadership in the future. (Contains 1 table.)