Middle leadership is an area of increasing interest in higher education with little research to date exploring middle leading from the perspective of function or discipline leadership roles within Departments. This article uses a case study of twelve middle leaders within a university faculty in Australia to examine the broader contexts of middle leading practices. Using the theory of practice architectures as a theoretical tool, the article discusses practice arrangements enabling and constraining middle leading for discipline leaders and coordinators. Of particular interest is the important role of social-political arrangements in enabling and constraining middle leading practices and the tensions that arise. Given the critical strategic role of middle leaders in leading teaching and learning in universities, this article provides a deeper understanding of the practice landscape within which middle leading practices happen and factors influencing the middle leader's role so that universities can provide appropriate support and development.