We present a model that employs "cultural-historical activity theory" (CHAT) concepts to inform research with designated Educational Leaders in early years settings. We theorise practice change in early years mathematics education in terms of motive objects of activity and mediation by cultural tools. We show how CHAT can be used to lead development of a strengths-based approach to support young children's early mathematics education through systematic professional learning activity. Our overarching aim is to understand how educational leadership in early learning spaces can be reimagined, drawing on CHAT to theorise this under-researched area of mathematics leadership in early learning settings. [This paper is the third in a symposium of three papers. For the first paper "An Introduction to the Strengths Approach," see ED616177. For the second paper "A Strengths Approach to Birth to 3 Mathematics Education: The Case of Banjo Childcare Centre," see ED616174.]