Academic service-learning through community engagement in a museum provides an opportunity for teacher leadership development in science, technology, engineering, and mathematics (STEM) education. Twenty student volunteers from teacher education in a public university took part in service-learning teacher leadership activities in STEM education through a local museum. A preliminary analysis of student responses to self-reflection questions indicated emerging themes predominantly in the areas of self-confidence development and depth of understanding of the topic, followed by audience STEM learning and sense of self-responsibility. Plans for future direction are explored with implications for teacher leadership in STEM education.