Problem: The high attrition rate among teachers poses significant challenges for schools (Carver-Thomas & Darling-Hammond, 2019; Covay Minor et al., 2019; Hammonds, 2017; Ingersoll & Strong, 2011; Kamrath & Bradford, 2020; Ryu & Jinnai, 2021), particularly in urban settings with diverse student populations (Carver-Thomas & Darling-Hammond, 2019; Cooper et al., 2016; Covay Minor et al., 2019; Kamrath & Bradford, 2020). Within urban schools, as many as 70% of new teachers may leave their position within their first five years (Papay et al., 2015). Developing teacher leaders in schools can influence instruction that considers issues of equity (Jacobs et al., 2016; Wenner & Campbell, 2017). While the importance of teacher leadership is recognized, there is a lack of comprehensive studies that delve into the motivations and barriers for teachers in assuming leadership positions.Procedures: This phenomenological study addressed the paucity of existing literature by exploring the experiences of teachers in the Building Leaders in Urban Education (BLUE) program with teacher leadership roles. This study was guided by a central question (Creswell & Poth, 2018): What factors influence BLUE-contract teacher experiences participating in teacher leadership roles? Data collection methods included the use of an electronic survey, a document analysis of official documents and existing data, and semi-structured interviews with four BLUE-contract teachers. The data were coded using a two-step coding process to reveal key themes. Trustworthiness and goodness (Merriam & Tisdell, 2016) was ensured through processes such as member checks; triangulation of data; researcher reflexivity; and the use of rich, thick descriptions. Findings: Data analysis revealed factors and barriers to BLUE-contract teachers' experiences with teacher leadership roles. Building upon the York-Barr and Duke's (2004) conceptual framework for teacher leadership, themes were organized by the conceptual framework's various components, revealing factors and barriers for pursuing teacher leadership roles: experience and confidence affect readiness; BLUE influences teacher leaders' experiences; teacher leaders want ongoing professional growth; encouragement is convincing; teachers want to have a voice; supplemental pay is a common though small factor; seniority or necessity is the factor for some; administrator and peer support is necessary, lack of visibility and clarity of opportunities and time are barriers; and teacher leaders want to affect wider change, improve student outcomes, support new teachers, help teachers grow, and affect climate and culture. Conclusions: The findings presented in this study add to the qualitative literature regarding teacher experiences with teacher leadership roles. The most discussed factors were supporting new teachers, helping teachers grow, encouragement, affecting change and having a voice, and supplemental pay. These factors connect to and build upon the existing research. Recommendations: As a result of this study, I recommend districts encourage more administrator support for teacher leaders, provide opportunities for leadership learning, increase visibility and clarity of leadership opportunities, reconsider the time of teacher leaders, and utilize teachers' leadership interests. [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.]