One popular approach to teacher leadership is to identify certain teachers as particularly successful, then have others learn from them. Collaborative leadership, in contrast, looks at leadership as a quality that anyone can have. In this model, the goal is not to figure out who is best. Instead, teachers share their unique talents and interests and learn from one another. Collaborative leadership can take a variety of forms. In this article, Anthony Cody looks at collaborative leadership through inquiry in Oakland and through social action in Chicago. Teachers who participated in the Mills Teacher Scholars program in Oakland collaborated to better understand how their students learn and what strategies worked best for teaching them. The process enabled them to answer questions they were uncertain about, give students a voice in their own learning, and take ownership of their own professional growth. The Chicago teachers became leaders when they realized that the top-down reforms being put in place were depriving them of their autonomy as professionals. Teachers who organized, with the help of their union, were able to have a voice in negotiations surrounding the reforms.