“Ambiguity” is the word to describe the environment for decision-making within educational organizations and the organizations themselves are labeled as organized anarchies. Teaching contexts are different; thus, no one best way to practice exists. Teacher\'s work is characterized by improvisation. Teachers have to develop the ability to improvise on the spot, rather than to follow a model of teaching. Obviously, such improvisation will develop over time, with practice, through trial and error, with greater understanding of the subject matter and of the many ways students come to knowledge. What counts as well is the ability of teachers to make judgments based on the specifics of the situations they face. They must create professional knowledge in use as they practice. Donald Schon\'s work on the reflective practice of expert professionals has caused widespread interest among teachers into teacher practice. Reflective practitioners generate knowledge as they engage in the particulars of a case, spontaneously forming intuitions about what is called for a given situation. Because of that essential need for autonomy and discretion in the structuring of the classroom work, teachers may attempt to exercise leadership. The literature on teacher leadership has only begun to emerge recently. We have long labored under the mistaken notion that leadership was something for administrators to exercise, not teachers. Some researchers seem to imply that teachers exercise leadership in jobs and activities outside the classroom. They speak of a kind of upward mobility of teachers who move up to administrative responsibilities. Teachers may exercise leadership in nonteaching work. This is not to deny that teachers exercise leadership in the other nonteaching position. However, some scholars want to consider whether it is possible, indeed desirable, to think of teacher leadership primarily as involving classroom teaching. This article attempts to focus on teacher leadership in the classroom setting. The teacher leader goes beyond the mastery of the common syllabus and good grades on tests to push for a more personal and profound appropriation of the material under study. And the teacher leader tries to bring the whole class to a reflective appreciation of the significance of learning in its own right. The teacher leader also has to communicate a belief in his students, an expectation that they can do high-quality work. Teacher leaders bring to their work with students an excitement about learning, an obvious caring for each student, and a commitment to create satisfying possibilities for the achievement of each student. Students in their classes perceive this caring and respond readily to it. Teacher leadership within the teachers\' own classrooms does not receive enough attention, appreciation, or support. To develop more responsive approaches to their students, teachers had better try to exercise leadership through reflective practice with their students in their individual classrooms.