The modern era of accountability and standards movement was ushered in by publishing "A Nation at Risk: The Imperative for Educational Reform" (1983). Accountability measures and other educational changes have increasingly consumed the principal's time, leading to the heightened importance of teacher leaders (Bryant et al., 2017). However, research indicates no clear and convincing evidence that teacher leaders significantly impact teaching and learning or the school's continuous improvement program. The question then arises: why is the potential impact of teacher leaders on teaching and learning not being realized? This research uncovers several key findings indicating shortfalls, such as a flawed identification and selection process and an underutilization of teacher leaders. These issues persist, impeding a teacher leader's ability to enhance teaching and learning.