This article examines the potential for classroom-based teacher research to support teacher leaders, instructional experts who are committed to examining and improving teaching and learning in schools. The authors share their research examining the intersection of teacher research and teacher leadership. Study participants, practicing teachers in a M.Ed. program, completed electronic open-ended surveys, and participated in group interviews. Findings suggest that conducting teacher research in their classrooms and schools and sharing knowledge of the research process and/or research question or topic beyond the classroom, provided opportunities for teachers to assume both formal and informal leadership positions. Concluding that teacher research can build teacher leader capacity, the authors suggest ways in which schools can support teachers who, by the knowledge, skills, and confidence developed by conducting teacher research, can lead in uncertain times.