While scholars argue the benefits of developing teacher leaders, the push toward higher accountability has forced teachers to focus on increased test scores and teaching standards. The field of organizational science has studied how changing organizational climates can alter stakeholders'expectations of leaders. Using the lens of stakeholder leadership, this mixed method study explored the influence of mandated reform efforts on teacher leaders, and the impact of the changing organizational climate on their roles and behaviors. Findings indicate that the organizational climate of schools has resulted in pressure to achieve on tests and less respect, positive feedback and cooperation from surrounding educational stakeholders. The paper concludes with implications for teacher leaders attempting to maintain their roles despite these perceived barriers.