This study explores existing research on teacher leadership to examine novice teacher leadership. In examining the experiences of novice teachers during preservice preparation, the literature highlights critical practices that assist in the development of their leadership skills. To better understand these practices and their value, this study will investigate the attributes of novice teacher leaders, the experiences during preservice preparation that assist in the development of novice teacher leaders' competencies, and a comparison of the practices of novice teacher leaders versus novice teachers. Xu and Patmore (2012) contended that teacher leadership skills should be inherent in teacher preparation programs. Pucella (2014) asserted that preservice teacher candidates benefit from preparation programs that place value in not only developing candidates for teaching, but also for leading. Using cluster analysis, this research study examines and attempts to formalize the attributes, competencies, and dispositions of novice teacher leaders and the preservice experiences that helped to develop them into that role. The practical implications for this study include teacher retention and the deployment of novice teacher leaders early in their profession to assist with school improvement efforts. [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.]