The role of middle leaders in Australian schools as influencers on classroom practice has been the focus of increased attention in recent years. Although there is recognition of the importance of middle leaders, there are gaps in what we understand about their practices and the nuances of practice that occur due to site-based conditions, or practice architectures, within each individual school context. This paper explores the self-reported practices of 25 middle leaders from a range of primary and secondary schools across Australia to deepen our understanding of how those practices are played out and how best to support the development of middle leaders. Analysis of data from in-depth interviews revealed the need to provide resources, conditions, and arrangements that are focused on what happens in classrooms, along with professional learning that is individualised and contextualised to assist the transition from teacher to leader of teaching and learning. Further, middle leaders require support from senior leaders that recognises the complex and hectic nature of middle leading.