Educational leaders are responsible for educational change, and many scholars have argued that academic developers (ADs) have expertise with the potential to influence educational change. We argue, however, that ADs' influence depends on how educational leaders perceive educational change and position ADs' roles and responsibilities in relation to that change. In this paper, we critically analyse data from interviews with educational leaders from four universities, within two national contexts. Informed by a significant current discussion about academic development, we reveal the extensive potential of educational leaders to enhance ADs' influence on educational change and their ability to become change agents.