As teacher learning groups become more prevalent as vehicles for instructional improvement and school change, skilled facilitation of such groups becomes increasingly important. Facilitation, as a core function of teacher leadership, is recognized as a demanding and complex practice. This study investigates how facilitators conceptualize facilitation practice. The authors interviewed 10 experienced facilitators of teacher groups. Drawing on theories of aesthetic leadership, they identified four dimensions of facilitation: affective awareness, embodied knowing, responsive design, and authentic engagement. Each dimension encompasses the facilitator's simultaneous outward, or other-directed, and inward, or self-reflective, orientations. The authors consider how this framework, and, in particular, greater emphasis on the inward orientation, may serve as a resource for critical self-reflection in the development of teacher leaders' facilitation practice.