Drawing on data from a mixed methods study of the Saskatchewan Professional Development Unit's (SPDU) Facilitator Community, this paper highlights the potential of teacher-led professional learning in developing professional capital through engagement in teacher leadership. Analysis of survey, interview, and observational data revealed the Community to be a powerful platform from which teachers extended their own individual skills (human capital), learned from and with each other (social capital), and used their collective expertise to lead the learning of their peers (decisional capital). Teacher leadership within the community is nurtured through a mentored model of gradual release designed to create an environment conducive to supporting organic and meaningful learning and growth experiences for its members. It is this same environment that serves as the platform for the development of professional capital.