The purpose of this self-reflexive case study was the exploration of a teacher's perceptions of three teacher leader development experiences. While teacher leader programs intend to empower teacher leaders, tensions within programs may limit fully realizing this goal. Considering teachers, and therefore teacher leaders, as an oppressed group, ideas expressed in Freire's (1970/2017) "Pedagogy of the Oppressed" can be applied in teacher leadership development. Using Freire's antidialogical and dialogical framework as a lens for viewing teacher leader professional development, the study findings overview one teacher leader's perceptions that include the use of antidialogical and dialogical elements. Dialogical approaches to teacher leader development can aid in addressing tension of teacher leader development and empower teacher leaders.