Teacher leadership is an important pillar in building school capacity. Using an interpretive qualitative research design, the theoretical lens of Mezirow's (1978) transformative learning theory and Spillane's (2005) distributed leadership theory were used to inform the research questions in this study. With shifts in education reform, student outcomes, accountability, and the challenges of COVID-19, there is an increased demand for school leaders to foster a collaborative school culture. This study explored the lived experiences of administrators and teachers of leadership opportunities in their schools. Transformative learning theory contributes to understanding how school leaders can create the conditions for teacher leadership. Schools must evaluate and assess how to foster teacher leadership to reap its benefits. The distributed leadership theory provides the necessary interpretive lens to examine the experiences of a teacher who practices transformative learning and becomes a teacher leader. Educational leaders that endorsed teacher leaders exhibiting the growth mindset practice as a core attribute of teacher leadership empowered the teachers to see themselves as teacher leaders. As educational leaders recognize and support teacher leaders for their leadership skills, the teacher leaders transform their learning to focus on professional development, collaboration, and mentoring of beginning teachers. This, in turn, builds teacher leadership capacity for the school. As teacher leaders grow and develop professionally, they see themselves as change agents that contribute to school improvement efforts more effectively through a distributed leadership model in schools. By adding to the body of knowledge on teacher leadership, secondary schools can build human capital for teacher retention, development, and distributed leadership. This is what teacher leaders want. Therefore, schools need educational leaders to promote a culture of transformational learning and distributed leadership to build capacity. [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.]