This article discusses a series of initiatives to develop non-positional teacher leadership in Kazakhstan. The authors adopt a narrative style in the presentation of an analysis of the process of creating the necessary conditions, and providing appropriate support for teacher leadership. At the centre of the account is a doctoral study undertaken by one of the authors, Gulmira Qanay, using a participatory action research approach. The account is further enriched by reflections from the other authors on their experience of collaboration with Gulmira as school-based practitioners in Kazakhstan and representatives of the HertsCam Network. Key challenges to sustaining teacher leadership in the forthcoming extension of this work are considered.