This dissertation reports on how one school community engaged in a professional development grant initiative that incorporated teacher leadership. Teacher leaders may have numerous roles and responsibilities that support the professional learning and instructional practices of school communities. This study examined the experiences of three specialized literacy professionals as teacher leaders and professional development facilitators. Case study methodology (Merriam, 1998; Stake, 2005; Yin, 2009) and the six principles of adult learning (Knowles, Holton, & Swanson, 2005) provided a framework to capture the contextual and descriptive practices of how these teacher leaders navigated their roles and responsibilities. Three important findings emerged from this study: (a) stakeholders' visions of teacher leadership framed the roles and responsibilities of teacher leadership positions; (b) on-going professional development, web-enhanced learning tools, and administrative guidance were critical to support and prepare professionals for teacher leadership roles; and (c) professional expertise influenced how the teacher leaders facilitated teacher learning. The results of this study have the potential to inform the literacy education community about new approaches to professional development for teacher leaders, suggest implications for teacher leaders as literacy leaders and professional development facilitators, and offer information on how to formalize and define the current practices of teacher leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]