Many believe that teacher leaders can positively impact a school system, lifting the level of student achievement as well as cultivating a positive professional culture of learning (Carver & Feiman-Nemser, 2009; Lieberman & Miller, 2004; Nolan & Palazzolo, 2011; York-Barr & Duke, 2004). Drawing on the researcher's own lived journey of teacher leadership, this autoethnographic study takes an autobiographical narrative structure, drawing from the researcher's reflective journal entries and professional artifacts (i.e. job application statements, presentations, published narratives and reports). Data analysis employs a self-reflexive approach so as to discover potential intersections between author, other, and contextual conditions. These intersections provide themes as to the influences building my teacher leader identity. [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.]