This article focuses on teacher leadership in a school for children with profound disabilities and learning difficulties. The narratives of development work led by three teachers are drawn upon to explore how the teacher-led development work methodology as it is deployed in the context of a master programme can be used to support change in a variety of educational institutions. The article also draws on the perspective of one of the authors, Sarah, who leads the masters programme and acted as academic supervisor to the three teachers. The account also contains interesting insights in to educational provision for children with special educational needs in the UK.