This article presents the findings of a qualitative study on teacher leadership in the context of university-school collaboration for school improvement (USCSI) on the Chinese Mainland. Through the lens of structuration theory, it explores the process of teacher leaders exercising their power in a USCSI project. During the school improvement process, teacher leaders exercised that power related to the control resources existing by the domination structure of the school. However, this study found that teacher leaders could also transform control resources, as power referred to the transformative capacity of human action. The data that is informed this paper were collected from three middle schools involved in the same USCSI project in Beijing, capital of the People's Republic of China.