This article focuses on a development project led by the lead author in her primary school. Samantha's story provides insight related to the pedagogical focus of the project but importantly highlights the challenges and triumphs involved in the process of improving and changing practice in the school workplace. Two vital conditions of support for teacher leadership are highlighted throughout the article. Samantha's increased capacity for leadership was enabled by her participation in a teacher-led masters programme dedicated to supporting teacher leadership and by the transformational form of leadership offered by the headteacher at her school, one of the co-authors.