Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Many view teacher leadership as specific administrative roles while others view it as any opportunity in which teachers contribute to the decision-making process. Whichever way it is defined, it is commonly accepted that teacher leadership capacity, though a highly desirable trait, is underdeveloped. This article shares the perceptions of 22 veteran teachers working at two Professional Development Schools (PDSs). It will identify their perceptions about whether the PDS model contributes to leadership development and which specific roles within the partnership are responsible. Though several themes emerged, the collaborative and mentoring components of the PDS were reported as primary factors for increased teacher leadership. These findings are further evidence that can be used by PDS advocates to promote the PDS model as standard method for teacher education programs. (Contains 2 tables.)