The growing emphasis on teacher leadership has been recognized in scholarly literature as well as in professional teaching standards. A survey of 493 public school teachers throughout North Carolina was distributed to identify leadership behaviors across settings and situations (Von Dohlen, 2012). Teacher leadership behaviors were grouped according to type (formal/informal) and setting (classroom/school/profession). Teachers reported leadership behaviors in the classroom most often. The least frequent teacher leadership behaviors reported were formal leadership in the school and in the profession. Among all situations and settings, the single most frequently reported behavior was creating and maintaining a safe and supportive classroom and the least frequent reported behavior was seeking opportunities to lead professional development activities beyond school walls. As schools continue to evolve as organizations where leadership is distributed among all educators, understanding teacher leadership behaviors in varied settings may help formal and informal school leaders to collaboratively and more effectively lead.