This dissertation study used a case study method to determine the perceived important leadership characteristics of seven teacher leaders serving as literacy specialists in a Reading First initiative in a Midwestern urban district. The researcher used a self-survey instrument and focus group interview to gather the reflections of the teacher leaders on their perceptions of important leadership characteristics for their current roles. Peer teachers and administrators reported their observations through use of a separate survey. The researcher was able to determine, by using the combined data from these data collection methods, that four leadership characteristics were deemed to be important for these teacher leaders. These characteristics include: (a) Consideration—building personal relationships, (b) Tolerance and Freedom—sharing the leadership and decision-making, (c) Initiation of Structure—accepting the leadership challenge and holding peer teachers to high standards, and (d) Demand Reconciliation—dealing with conflicting demands. This research report also includes how and when these important characteristics are employed in the daily work of the teacher leaders. Recommendations are made for the participating district in their selection criteria and possible training of current and future teacher leaders. Finally, additional topics for research concerning teacher leadership characteristics are presented.