The current research examined how students participating in professional training in education and teaching characterized the concept of the "teacher leader". Layered analysis was employed using quantitative data alongside a qualitative examination of metaphorical representations indicating deeper unconscious perceptions. The significance of the investigation lies in revealing the meaning given in the student-teachers' reflective worldview to their future role as teachers and educational leaders. Participants were one hundred twenty-five undergraduate students studying in various stages of their B.Ed. courses in education and teaching at a teacher education college in Israel. The research process identified four key indices, describing the main qualities required for the teacher leader: Personal Relations, Student Empowerment, Personality Traits, and Functional Traits. Key findings indicated that, according to the students' opinions, Personal Attitude received the highest score of the four examined indices. Thus, from the perspective of these future teachers, a clear association was created between Personal Relations and Personality Traits, as the most significant dominant traits in the concept of the "teacher leader".