Hybrid teacher leadership (HTL)--that is, teachers whose official schedule includes both teaching K-12 students and leading teachers in some capacity--seemed poised to evolve as a more systemic enterprise at the turn of the century; however, implementation has been surprisingly sporadic. In this article, we explore Washington (a state long known for its support of teacher leadership) as a case study of HTL's failure to launch fully as a statewide initiative. Through examining the intersection of recent research and the diverse considerations related to the creation and maintenance of HTL roles, our goal is to provide meaningful insights into the re-envisioning of HTL in the 21st century. While numerous challenges prevail with structuring and supporting HTL, its potential to broadly impact teacher learning, professional development, and student outcomes make the enterprise worth continued consideration and support.