Research has shown that effective leadership in early childhood education (ECE) can positively influence its quality. Yet, there is limited research on ECE leaders (ECLs), particularly teacher leaders. The goal of the current study was to examine how ECLs in Israel, with a dual role -- as kindergarten teachers and as teachers' leaders -- perceive their mid-level role, five years after its establishment. This paper presents the findings of a qualitative research study which included in-depth, semi-structured interviews with 10 ECLs to elicit their views. Findings demonstrated that ECLs perceived themselves first and foremost as colleagues and only secondly as a representative of the supervisory body. They often struggle with dual commitments; towards superintendents on the one hand and towards teachers on the other. Being an ECE leader significantly broadened their practice and motivated them to advance in the ECE field; however, it also contributed to feelings of frustration and burnout.