This article considers the question of how current understandings of leadership might be situated, characterized, and expressed through study and practice in organizations. The perspective presented in the article asserts a broad base for the possibility of leadership action--it is not restricted ground. My assumption is that although the extensive leadership literature still presents varied understandings of its definition and character, both the function of leadership and its necessity are the focus of some consensus. I propose here a conceptual framework expressed as a contextual model for situating and studying leadership and for designing leadership-focused professional growth activities. My intent is to encourage a broadened conception of leadership and strengthened approaches to preparation for, and development in, that work. (Contains 1 figure.)