Some teachers reach a point in their careers when they crave greater decision-making authority in their schools without becoming administrators. Teacher leadership appears to address teachers' unmet professional needs by allowing them to continue instructing children while having greater influence beyond their classrooms. This case study examined three teacher leaders who served as instructional support specialists in their elementary school. In this study, an instructional support specialist was a teacher who remained in the classroom, developed an expertise for a particular student type, and helped colleagues teach these students. Each teacher leader differed by focusing on either students with dyslexia, English language learners, or gifted students. Data were collected through focus group and individual interviews with the teacher leaders. An analysis of the data found that the instructional support specialists contributed greatly to their school through their leadership actions. The teacher leaders taught and assessed students, collaborated with colleagues, partnered with parents, and assisted administrators. The findings indicate that the role of instructional support specialist may be ideal for teachers whose careers have plateaued and who are seeking leadership opportunities. The descriptions of these teachers' work may inform others who are interested in teacher leadership at the elementary school level.