Due to the lack of research, District Science Coordinators (DSCs) are frequently misidentified as Science Teacher Leaders (STLs). It is important to establish a clear distinction between the roles to differentiate professional learning, understand responsibilities, and clearly define the network of influence each of these leaders holds. This literature review explores the salient similarities and differences between STLs and DSCs while attending to their individual roles, responsibilities, and professional support. The literature demonstrates that STLs and DSCs are essential in facilitating professional development, collaboration with colleagues across schools and supporting teacher and student learning. Differences between the two include classroom teaching assignments and official titles, and this is a large distinction in the literature. This research holds promise to properly support each type of leader with relevant professional learning encompassing pertinent issues to each group.