Abstract
This study explored ten elementary school English teachers’ learning about teacher leadership. Based on data analysis of document, online posts and interview, the study had the following major findings. First, none of the participants had had trainings on teacher leadership prior to the study. Secondly, different graphic organizers (e.g. Consultancy in Triads) and guiding questions provided in the series of training sessions led the participants to reflect on their roles as teacher leaders by examining their leadership practice, improving their problem-solving strategies, and arousing their interest in learning leadership. Suggestions on fostering English teachers’ leadership were provided.