This mixed-methodology case study explored one district's attempt to provide teacher leadership training in an effort to increase feelings of empowerment. Empowerment is defined as the degree to which an individual feels capable of influencing his or her work role and context (Spreitzer, 1995) and in the field of education, empowering teachers is known as a fundamental strategy for maintaining school success as well as catalyzing school improvements (Somech, 2005). This researcher studied 21 volunteer teachers housed in two elementary schools, as they engaged in job-embedded, district-sponsored teacher leadership training to determine the effects of the training on their feelings of empowerment. The researcher used Short and Rinehart's (1992) six dimensions of empowerment as a means to distinguish various capacities of the larger empowerment construct. She also studied teachers who did not receive the training, yet worked in the schools in which training was offered to determine TL teacher influence on NTTS teacher feelings of empowerment. She included teachers who worked in schools without the training to ascertain whether there was evidence of empowerment with these teachers. In an attempt to provide credible explanations to her questions, this researcher triangulated findings from various data sources including quantitative data from the SPES Likert scale survey (Short & Rinehart, 1992) and qualitative data from open-ended surveys and TL teacher exit slips. She also analyzed administrator authored, teacher observation and evaluation reports to determine if administrators observed actions that aligned with the six dimensions of empowerment. Empowerment was most prominently recognized in the areas of decision-making, impact, and professional growth. TL teachers expressed that the teacher leadership training gave them the knowledge and confidence to identify school-level concerns. In addition, through the teacher leadership training, TL teachers learned how to create and deliver professional development sessions, which fostered feelings of professional growth empowerment as NTTS teachers also began to facilitate these sessions. Next, results indicated that TL teachers obtained a more positive attitude towards teaching, through training opportunities that offered reflection and introspection. During the training, TL teachers set leadership goals, which they then transferred to action in program development and then supported NTTS teachers in initiating activities. In teacher observations and evaluations, principals acknowledged that TL and NTTS teachers were implementing atypical teacher initiatives of programs that they traditionally led. In contrast, NT teachers only participated in the typically required school initiatives. This researcher analyzed data that revealed that TL teachers transferred their feelings of empowerment to their NTTS counterparts by modeling their improved communication skills and newly learned leadership expertise. They also encouraged their NTTS counterparts to engage in school-level decision-making and to create and lead professional development, which led to professional growth and school-wide impact. Lastly, the data suggested TL teachers felt some level of elevated status, as they assumed their leadership roles. There was little evidence linking the teacher leadership training to teacher empowerment in the areas of self-efficacy and autonomy, as either these elements were embedded into the culture of the schools or the training did not sufficiently address these empowerment components. However, overall, TL and NTTS teachers were more empowered than their NT counterparts, and the training likely contributed to this increased sense of empowerment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]