Teacher leadership is a key to school reform (Fullan, 2005), yet it is not a widely practiced educational application (Crowther, 2009). Collay (2006) called for education faculty to assist teachers in developing powerful professional identities, but in order for university faculty to become partners in preparing teacher leaders, programs must nurture teachers' confidence and capacity to have more influence on the school systems in which they serve (Uribe-Florez, Al-Rawashdeh, & Morales, 2014). The purpose of this research project was to identify themes that emerged from the final reflective papers of participants in an online graduate Teacher Leadership program. Researchers analyzed participants' perceptions of personal and professional growth in knowledge, skills, and dispositions, as well as confidence in abilities as change agents who positively influence school environments. Participants in the study reported increased confidence and ease in their current roles and desire to have more influence throughout their schools and districts.