Much prior scholarship in K-12 teacher leadership is agnostic to teachers' disciplinary areas and centrally focuses on how teachers' instructional expertise is utilized for leadership activities solely within their school. However, there are teacher leaders who engage in leadership by influencing policy development and implementation at larger system scales focused on their content areas. Given the nascency of research on this kind of leadership, the leadership activities teachers engage in outside the purview of their own building is not well known. There is a need to explore how this kind of leadership is described through explicit taxonomies, frameworks, and models. We focus specifically on secondary science teachers to discern how this form of disciplinary, strategic leadership has manifested within the extant research literature. A systematic literature review (SLR) methodological approach yielded 30 refereed publications from 25 authors using search parameters for secondary science teacher strategic leadership. The analysis yielded four themes: (1) divisions within and (2) conflicting conceptualizations of strategic leadership among researchers, and, for teachers, (3) individualized experiences precipitated by a (4) transformational experience that facilitated engagement in strategic leadership. This scholarship establishes a foundation for future research directions in leadership among secondary science teachers.