This study in an English context focused on the development of teachers identified as "emergent" school leaders. It explored the aspirations and experiences of such leaders, applying a sociocultural view of identity development. Five participants from across school phases, backgrounds and ages were interviewed and generated participant learning logs over 1-3 years. This paper focuses on the visual representations of these leaders' identity development, to reveal their multiple identities. Whilst identity development was unique, three of the leaders aspired to become senior leaders and two to become "valued peers." This paper poses the question as to whether schools and those supporting school leaders fully appreciate and support such plurality?