This dissertation sought to answer questions about the sensemaking processes of teacher leaders in a middle school that was part of a state-wide improvement process called the "Ohio Improvement Process (OIP)." The context of the research was a historically under-performing school that had been part of the OIP for 6 years at the time the research was conducted. This case was chosen in part due to significant growth in academic student outcome measures that were reflected in changes in the building's report card grade shared by the state. It was also chosen because this researcher was already an active participant in the systems such that access to ongoing conversations and authentic reflection could be possible. Data were gathered using semi-structured individual interviews, and they were supported by review of historical records from the leadership team's work over the past 3-4 years. These data were analyzed in part through the use of definitions of teacher leadership from Moller & Katzenmeyer (2009) and of sensemaking from Spillane (2005). This study largely tells a shared narrative, and the story itself is the primary "finding" of the research. This study also may suggest an overall theme that teacher leaders can be more effective when they are empowered to engage in sensemaking so much that they serve as the final interpreters of policy. This can allow them to become policy makers themselves, not just policy implementers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]