Professional development school (PDS) partnerships have the potential for great impact on the field of education. This study examined one PDS partnership school's activities in promoting teacher leadership. The study adds a new dimension to prospective outcomes of the NAPDS essentials related to establishing ongoing and reciprocal professional development for all participants. The goal of the study was to understand school participants' experiences in one school setting; thus, a qualitative case-study design was used. To gain, discover, and understand the PDS partnership practices at the selected site, data collection methods included interviews, observations, and focus groups over one academic school year. Three themes that foster teacher leadership emerged: opportunities for professional development, co-teaching, and collective teacher efficacy. The study findings suggest PDS partnership activities create potential for enhancing teachers' opportunities to become leaders within their school communities. This empowerment leads teachers to take ownership and responsibility in teaching each other and advocating for their profession and students. Ultimately, such an approach increases the likelihood of enabling higher quality and stronger teachers, improved student achievement, and better schools. (Contains 1 table.)