School districts around the country are grappling with the complexities of school leadership in the current climate of accountability and standardization in public education. Some schools have sought alternative models of leadership in an attempt to adopt a more inclusive and democratic standard of decision making. One such model is that of a teacher-run school in which teachers instead of administrators are responsible for the management and leadership of the school. The principal objective in this study is to explore how power is manifested in a teacher-run school. It seeks to understand how teachers exert influence over the various dimensions of schooling and how or if one teacher-run school disrupts traditional power structures. To this end, the research questions are as follows: How are the dimensions of power in a teacher-run school produced and reproduced? How are roles and statuses negotiated? A case study approach is used in which data is collected at one site through a series of observations, interviews, and document analysis. The findings of the study revealed that many of the traditional models of hierarchical leadership were reproduced at this teacher-run school and that the school itself was not democratic in its governance or its decision-making. The results of the case study indicate a need for larger exposure to democratic leadership models for teacher leaders. Additionally, the study reveals a need to critically examine the role of current accountability measures on schools' and districts' ability to be flexible and creative in their approach to school leadership and school achievement. [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.]