This qualitative research study examined the experiences of five teacher leaders enrolled in an instructional leadership master’s degree cohort who engaged in equity-focused action research. Specifically, the study focused on How do teacher leaders describe their development as equity-centered leaders after engaging in action research? Findings point to how teacher leaders became empowered and increased in their confidence to advocate for change. The teacher leaders also discussed the development of an equity-centered teacher leadership pedagogy that included: focusing on beliefs before pedagogy, using an asset-based view of teachers, and valuing voices of color.