This article presents some of the findings derived from a two-year qualitative study compromised of 51 semi-structured interviews with principals, subject leaders and classroom teachers belonging to three private K-12 schools in Beirut, Lebanon. In the context of investigating teacher leadership, this study highlights the aspects of the role of subject leaders in establishing and nourishing teacher leadership in their departments, particularly, three salutary research findings that portray how subject leaders impede or support such establishment are identified and explained. These are: (1) creating sub-cultures of professional collaboration and distributed leadership; (2) establishing bartered leadership structures; and (3) walking the talk of a shared system of teacher monitoring and evaluation. (Contains 3 tables, 1 figure, and 1 note.)