The empirical research about teacher leadership is limited despite the expectation that teachers should assume leadership responsibilities within their schools. The present article includes findings drawn from a larger qualitative research study whereby 4 teachers explored their motivations to pursue a master's degree in teacher leadership. The findings indicate a relationship among the norms of the teaching profession, conceptions of teacher leadership, and the key informants' career goals. The findings of the study provide a response to the research question, "How have teachers' experiences with teacher leadership and understandings of teacher leadership as a critical practice (constructed through their coursework) influenced their approach to leadership and career objectives?" Implications for preservice training are presented. (Contains 1 table.)