The purpose of this case study was to examine how teachers experienced professional development as collaborative inquiry, and how their experiences contributed to their development as teacher leaders. Three overarching themes were identified through iterative qualitative analysis of multiple data sources including interviews, observations, participant reflections, and classroom artifacts. Through inquiry foci derived and developed in small learning teams, teachers were able to establish increased ownership and sense of agency towards change at the classroom and school level. The authors recommend sustained focus on (a) the emergent and fluid nature of teacher leadership experienced and fostered through collaborative inquiry; (b) attention to educators' personal and interpersonal social and emotional competencies as an important aspect of teacher leadership; and (c) how rural and/or small secondary school contexts offer and require situated leadership development opportunities. This case study offers the field illustrations of teacher leadership that challenge typology-oriented descriptions.