The purpose of this study is to investigate characteristics and its meaning of teacher leadership displayed in actual classes by examining sequences and processes of specific teacher leadership display of teachers who actually said to display teacher leadership in their classrooms. For this purpose, eight middle school teachers recommended by their colleagues for their teacher leadership display were chosen for this study and qualitative research method was administered. The results of the study reported that teachers who display teacher leadership in classroom tend to exercise their leadership during introductory phase of the class through seeding and building relationships. During its development phase, leadership were displayed in forms of making space, encouraging students to engage in group activities and assisting students to take ownership. Lastly, during the wrap-up phase, leadership was displayed by filling students’needs repeatedly. As for the characteristics of display process of teacher leadership in classroom, during the introductory phase, teachers worked hard to build friendly and close relationship with students; whereas, during its development phase, teachers actively encouraged students’participation and formed close bond with active interactions. Lastly, during the wrap-up phase, teachers exhibited strong sense of responsibility towards their students. Third, displaying teacher leadership in classroom refers to an expansion of teaching competence; accompanying teacher leadership that goes above and beyond the known aspects of teaching competence. Moreover, regarding teacher leadership display in classroom, it refers to teacher’s role awareness within the teacher-student relationship as well as interactions. Lastly, a certain meaningful characteristic was examined from the middle school teachers. The present study shed lights on understanding what teacher leadership is and holds significance as it expanded the concept of teaching competence; going further from the previous findings and suggesting its need. Lastly, there were certain characteristics that were examined among middle school teachers regarding their teacher leadership. The present study is meaningful because it shed lights on understanding what teacher leadership is; and expanded the concept of teaching competence by going further from the previous findings; and lastly, it emphasized the necessity of teacher leadership.