Distributed leadership is being implemented in many international schools. However, it is unclear how teacher leaders are experiencing interactions with their colleagues within this model of leadership. The purpose of this descriptive case study was to understand how teacher leaders describe their experiences interacting with their colleagues within a distributed model of leadership in the context of an international school. This study also examined how teacher leaders describe their relationships with colleagues. Data was collected through semi-structured interviews with six teacher leaders in an international school in Colombia. Weick's theory of sensemaking was used as a lens for understanding the experiences of these teacher leaders. Spillane's theory of distributed leadership provided a contextual perspective of the environment where the interactions were taking place. The study found that teacher leaders adapt their approaches in the midst of an interaction based on the reactions of their colleagues. It was also found that teacher leaders regularly reflect on the best strategies for interacting with distinct personality types. Teacher leaders described their relationships with colleagues as partners in learning, expressing how the blend of personal and professional interactions leads to an environment of trust where they can share experiences and learn together. This study provides suggestions for improving the capacity of teacher leaders through role onboarding processes, ongoing support meetings, and preparation for managing challenging interactions. [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.]