In 2010, the Mathematically Connected Communities Leadership Institute for Teachers (MC[superscript 2]-LIFT) started with a vision for preparing teachers to lead the construction of appropriate learning environments in their schools and districts (MC[superscript 2]-Lift Proposal, 2009). During this two-year program, MC[superscript 2]-LIFT prepared thirty-one K-12 mathematics teachers to be teacher leaders (TLs), and involved schools' administrative personnel as a way to support the TLs. To assess the impact of the program, we explored the common ground of teacher leadership perceptions between TL and administrators. Content Analysis methodology (Berg, 2009) was utilized to compare TL candidates and administrators' perceptions to a leadership survey on the second year of the program. Findings of the study indicated that there are some common grounds between TL and administrators, but still there are some perceptions that need to be addressed between TL and administrators to enhance teaching and learning.