When one of the authors saw the job description for an elementary school mathematics coach on a state Department of Education website, she recognized it as an opportunity to have her dream job. She knew that making the transition from the classroom to a math teacher leader would afford her the opportunity to have an even greater impact on student learning. In this article, she shares her story of how she transitioned from a math teacher to a math teacher leader. Although math teacher leaders have different titles (e.g., math coaches, elementary math specialists, etc.) and varying responsibilities, they all have a common goal: to be a support system for teachers, students, and administrators, with the purpose of improving the teaching and learning of elementary mathematics. In sharing her story of how she came to define her role, the author hopes to inform and empower others who are making similar transitions or experiencing similar challenges. In this article, readers share a teacher's ultimately empowering experience of transitioning into an ill-defined, unanticipated leadership position.