This study evaluates the perceived purpose, alignment, and effectiveness of the structures and processes intended to develop teacher leaders at a suburban school in north Alabama. This teacher leader development program has three distinct, yet equally important, groups of stakeholders impacting its performance and outcome: 1) teacher leaders, 2) building level principals, and 3) central office leaders. Ultimately, the congruence and alignment of beliefs between these three groups determined the impact and effectiveness of the program. This study sought to analyze whether there is congruence or incongruence, alignment or misalignment among the perceptions of these various stakeholder groups. Understanding how program stakeholders perceived the program impacted the level of clarity and coherence that surrounded the program and enabled me to offer suggestions for program improvement and effectiveness. This study used a program evaluation, specifically focusing on qualitative data collected in the form of interviews, documents analysis, and surveys to determine stakeholder perspectives of the program. A program evaluation approach was intentionally chosen to provide guidance on the merit, worth, and significance of the teacher leader program at the research site (Scriven, 1996). [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.]