Teachers are increasingly dissatisfied. In one recent survey, 47 percent of teachers said they were not enthusiastic about their jobs, and another showed a sharp drop in teacher satisfaction since 2008, from 62 to 39 percent. This dissatisfaction does not stem from what one might think--stresses related to dealing with students and families. Teachers instead cite policy development by those outside of the profession, lack of respect by elected officials, lack of autonomy, and lack of input into decision making. Statistics point to a need for teacher leadership, which requires rethinking teachers' autonomy and authority to make decisions that affect whole-school success. Few districts have begun to make the systemic changes required to incorporate teacher leadership in their schools. Denver Public Schools (DPS) is one of them. This article describes the evolution of teacher leadership and several factors that persuaded DPS to develop a teacher leadership strategy.